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e behavior or timely cessation of negative behavior. Punishment- involving some type of negative consequences for inappropriate behavior. No Immediately Consequence- not involving immediate consequences for inappropriate behavior but involving some type of reminder when an inappropriate behavior appears imminent.

Combined Punishment and Reinforcement- involving recognition or reward in conjunction with consequences for inappropriate behavior.

According to Scott and Hunter (2001), when the entire school staff is involved in determining and agreeing upon school-wide expectations, student success is far more likely. Homer, Sugai, & Horner (2000), explains the importance of being proactive where the school as a whole would foster positive behavior and the expectations of the students to act accordingly. They have expressed three theories:1.a culture of competence 2.address the needs of students at-risk of disruptive behavior 3.focus on student with high-intensity problem behaviors

Ultimately, successful interventions will allow the student to make lifestyle changes that will empower him/her to live an independent, socially productive life that allows him/her to be contributing members of society (Gresham, Watson & Skinner, 2001; Ingram, Lewis-Palmer & Sugai, 2005).

The following is from resource marked red star dated 1/20/10 pg1

When evaluating a middle school's discipline procedures and their effectiveness, many times the particular school will find the need for method when dealing with poor behavior. As previously mentioned, In A Schoolwide Approach to Student Discipline (Homer, Sugai & Horner, 2000) the authors express the theory of 'a culture of competence' which they explain the importance of being proactive where the school as a whole would foster positive behavior and the expectations of the students to act accordingly. In support of this method several studies such as the High Five Program were discussed, revealing the effectiveness of such programs. The first two theories suggested in order to address the needs of students at risk of disruptive behavior, the authors recommend that the schools create rapid response methods to support these students and prevent future discipline problems. The third theory is to focus on the students with high-intensity problem behaviors.

In the article School-wide Positive Behavior Support: Investing in Student Success (Horner, Sugai &Vincent, 2005), the authors report the increase of problem behaviors among students and the need for building a much needed positive social culture. According to Horner, Sugai, and Horner (2000), School-wide Positive Behavior Support (SWPBS) is a collaborative process that involves multiple approaches: solving problems, creating positive environments, teaching new skills, and changing systems. The School-wide positive behavior support (SWPBS) method 'is an approach that begins with a school-wide prevention effort' which 'adds intensive individualized support for those students with more extreme needs'. The 'five core strategies' of the SWPBS include:1.focus on prevention 2.teaching appropriate social behavior and skills 3.acknowledging appropriate behavior 4.gathering and making use of data about student behavior as a guide for behavior support decisions 5.investing in the systems that support adults in their implementation of effective practices.