Reducing Problem Behavior Through a School-Wide System of Effective Behavioral Support: Investigation of a School-Wide Social Skills Training Program and Contextual Interventions

Abstract

Increases in the prevalence and incidence of problem behavior in public schools has been a concern among teachers, families, and community members. Attempts to respond to the increased intensity and frequency of these problem behaviors seem to result in the increased use of reactive and punitive strategies. Fortunately, effective, more proactive, interventions have been identified for reducing the problem behavior displayed by individual students. The purpose of this study was to explore the effects of a proactive school-wide discipline approach on the frequency of problem behavior exhibited by elementary students. Specifically, the study was designed to explore the impact of a social skill instruction program combined with direct intervention on problem behavior across three specific school settings; cafeteria, recess, and a hallway transition. Results indicate that educators reduced the rate of problem behavior across each targeted setting. Implications for school discipline programs and future research are discussed.

Additional information

Notes on contributors

Timothy J. Lewis

Timothy J. Lewis, PhD, is Associate Professor and Director of Graduate Studies in Special Education in the College of Education at the University of Missouri, Columbia. His research and professional development interests include school-wide behavior management, social skill instruction, functional assessment, and early intervention and prevention of behavioral challenges among young children.

George Sugai

George Sugai, PhD, is a Professor of Special Education at the University of Oregon in the Department of Special Education and Community Resources. He currently concentrates his research and personnel preparation in the areas of behavior disorders; functional assessment; positive behavior support; applied behavior analysis; social skills instruction; and individual, classroom, and school-wide discipline.

Geoff Colvin

Geoff Colvin, PhD, is a Research Associate in the College of Education at the University of Oregon. He is a nationally known speaker and instructor in the area of problem behavior at school-wide, classroom, and individual student levels. He is extensively published in the areas of instruction and behavior management covering the range of students from general education to severe disabilities.