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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.
Lewis et al. (Tue,) studied this question.