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enced (Brainard, 2001). Instructional strategies do not differ between students with behavior challenges and other students. Teachers must maintain student engagement and provide multiple opportunities to respond, necessitating effective presentation of the task, modeling of the skills, guided practice and careful error correction (Witt, VanDerHayden & Gilberton, 2004). Early identification of behavior problems and interventions is a crucial step in the prevention of more severe problems such as academic difficulties, depression, anxiety and antisocial behaviors.

In order for students to be successful, there has to be guidelines for how to behave. A prerequisite for effective instruction is establishing and enforcing rules and procedures (Marzano, 2003). There are positive behavior strategies that were used and found to be successful for some facilities. On the other hand, Cipani (2004) argues that if used responsibly and balanced with reinforcement, some punishing contingencies will successfully reduce difficult behaviors. According to Crone & Horner (2003), research identified two major functions served by problem behavior: positive reinforcement and negative reinforcement. When a child receives a reward or attention for a negative behavior, the behavior serves as a means of positive reinforcement for the child. When a child uses negative behaviors to avoid an undesired task or situation, the behavior functions serves as a means of negative reinforcement (Crone & Horner, 2003).

Teachers' must be aware of their behavior towards students as well. Students who display challenging behaviors are frequently punished for their disruptive behaviors (Noguera, 2004). Teachers spend a lot of time punishing inappropriate behavior, demeaning children who misbehave, repeatedly putting the same children who misbehave in time-out or some other punishment unrelated to the action Gartrell (2004). Instructors have the right to tell a disruptive student to leave the class; however, instructors should try to prevent disruptive behavior in the first place. Schools are meant to be places that provide students with a safe climate that encourages learning (Hirsch, Lewis-Palmer, Sugai, & Schnacker, 2004). By removing distractions from the classroom, the teacher is able to create an environment conducive to learning. It will also allow the teacher to proceed with the lesson for the rest of the class (Troyam, 2003). Administrators should investigate the good that arises from removing students from perhaps the only positive place (Cassidy, 2005), that is, whether removing students from school affords them an appropriate education. Suspending students, excluding them from getting an education does not benefit anyone.

The best option for disciplining students is to teach and train them (Cartledge, Tillman & Johnson, 2001). If those efforts do not work, instructors must act in some way as early and quickly as possible. Otherwise, they can lose control of the classroom, frustrate other students, and create a hostile learning environment (McKinney, 2001). According to Nesbit & Philpott (2002), interactions found to be perceived as negative by students in a previous study were interactions that were demeaning, discriminating, dominating, destabilizing, distancing or diverse. Such behaviors have harmful long-term effects on students. The teachers that demonstrate those behaviors engage in 'em