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that office referrals for discipline decrease on average 40-60% when schools implement PBS effectively. Students with behavioral concerns receive increased positive support through behavior interventions that focus on the teaching and reinforcement of appropriate behaviors and social skills development and result in the prevention of behaviors of concern. Numerous studies of office discipline referrals and suspension data indicate that PBS is effective in reducing behavior problems (Kartub et al., 2000; Metzler, Biglan, Rusby, & Sprague, 2001; Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). These studies also show that PBS reduces the number of students with repeated behavioral incidences not just those with behavioral problems.

Scott and Barrett (2004) studied the impact of reduced disciplinary problems on instructional time and found that following PBS implementation, students experienced many hours of instruction. This is a result of less student time spent in exclusionary punishment and less instructional time was spent on behavioral concerns.Horner et al. (2001) stated that the framework of PBS

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Progress has been made in understanding and developing solutions for disruptive behaviors (Burns, 2002). Teaching experience has been found to be helpful, but not always necessary, when relating to teachers and fostering positive school environments (Smith, Crutchfield, & Culbreth, 2001). Recognizing the seriousness of behavior in a classroom is an essential part of teaching. Teacher preparation programs should understand the problems confronting teachers with regard to student misbehavior if instruction is to work and students are to learn. Providing teachers with valuable tools to manage student behavior effectively could slow the teacher attrition rate in education (Croom & Moore, 2003). According to McAdams and Lambie (2003), lack of professional development and training is a major concern in dealing with behavioral problems. As a result of lack of training, educators are more likely to punish children with challenging behavior and less likely to encourage them when they behave appropriately.

Teachers with children who demonstrate defiance and disruptions, in addition to learning problems, are still required to teach the regular curriculum. However, because of students' needs both academic and behavior, the task of teaching is difficult. Many interruptions occur during class which must be addressed. Witt, et al (2004) suggests that the first step to effective classroom management is the assurance that effective instructional strategies are being used. The authors predict that when educators consider improving or changing instructional variables in their classrooms, they are taking an initial step towards improved academic performance and productivity; therefore, creating a supportive environment for managing behavior problems. The classrooms must serve as a primary setting in which to teach students appropriate responses, build a social culture where all students know what is expected and how to succeed, and provide students encouragement for the use of those prosocial skills, as part of the universal school-wide system, (Metzler, Biglan, Rusby, & Sprague, 2001).

How to manage the classroom is a timeless topic and is a paramount concern for many teachers, both new and experi