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otional abuse'. Emotional abuse can deteriorate self-esteem and affect students' psychological development (Nesbit & Philpott, 2002). Students will never trust educators; especially, if they don't sense educators' value and respect (Boynton & Boynton, 2005). Students will most likely oppose disciplinary actions, rules and procedures unless a strong foundation exists between students and educators (Marzano, 2003). Cook-Sather (2002) recommends that youth be readily involved in 'conversations about educational practice and policy' as they are generally excluded from such interactions that 'determine their lives in school' (p. 3). When students are involved in this process, they are likely to develop better relationships with educators as opinions, choices, and decisions are valued and supported. Corbett and Wilson (1995) explain that such opportunities can establish a 'reciprocal' relationship that can 'credibly capture relational qualities...' (p. 16). As students' involvement increases, they see their decisions becoming reality and develop utility or usefulness of the task as it fits into their future (Schunk, 2000).

The ineffectiveness of these negative and reactive methods of managing student behavior has lead researchers to suggest alternative approaches that are less coercive. Leone, Mayer, Malmgren & Meisel (2000) advocate the use of a comprehensive system of school-wide support. They suggest that this type of system should include a primary level of school-wide prevention, small group strategies for some students, and some students will have individualized intense support. One problem-solving framework is Response to Intervention (RTI). RTI addresses educational needs such as increasing instructional accountability, important relevant and accurate decision making, and support for at-risk as well as successful learners. These needs are addressed by the use of conceptual and empirical foundations in the areas of applied behavior analysis, curriculum-based measurement, precision teaching, pre-referral intervention, teacher assistance teaming, diagnostic prescriptive teaching, data-based decision making, early universal screening and intervention, behavioral and instructional consultation, and team-based problem solving (Sugai, 2007). RTI was first a policy in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), but is not limited to special education. According to Sugai (2007), RTI has been described as an approach for establishing and redesigning teaching and learning environments so that they are effective, efficient, relevant, and durable for all students, families, and educators.

RTI is shaped by six defining characteristics.

Universal screening: Learner performance and progress should be reviewed on a regular basis and in a systematic manner to identify students who are making adequate progress at some risk of failure if not provided extra assistance
at high risk of failure if not provided specialized supports. Data-based decision making and problem solving: Information that directly reflects student learning based on measurable and relevant learning criteria and outcomes should be used to guide decisions regarding instructional effectiveness, student responsiveness, and intervention adaptations and modifications.Continuous progress monitoring: Student progress should be assessed on a frequent and regular basis to i