Making behavior intervention planning decisions in a school-wide system of positive behavior support


Although rates of crime and serious or violent behaviors are decreasing in schools, more common behaviors such as disrespect, simple noncompliance, tardiness, and truancy have remained a major concern for teachers (Furlong, Morrison, & Dear, 1994; Zabel & Zabel, 2002). Administrators, too, see these behaviors as requiring constant attention (Heaviside, Rowland, Williams, & Farris, 1998). As early as kindergarten, some students exhibit challenging behaviors that require increased teacher attention (Sawka, McCurdy, & Mannella, 2002; Sprague & Walker, 2000) and set the occasion for more chronic and pervasive problems in school and life (Fox, Dunlap, & Powell, 2002; Loeber & Farrington, 2000; Snyder, 2001; Walker, Colvin, & Ramsey, 1995). To be effective, intervention with these students must occur as early as possible in a pattern of failure--using practices that represent an individual student's best chance for success.


Focus on Exceptional Children

Prevention Level

  • Primary


  • Administrators
  • District Contacts
  • PBS Coaches
  • PBS Teams

System Impacts

  • District Team
  • State Team
  • Whole School


  • Elementary School
  • High School
  • Middle School
  • Systems