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of discipline as well as restructuring the school day (Frey, Lingo, & Nelson, 2008).

According to Metzler, et al (2001), the search for plans and procedures to impact increasing behavior problems is not just an issue of safety but is also associated with other issues including school failure and delinquent behavior. In the need to increase student achievement, many administrators, educators, and counselors are spending much of their time and effort addressing students' negative or problem behaviors (George, Harrower, & Knoster, 2003). A variety of models and approaches have been used in an attempt to decrease discipline referrals due to the complex problems created by students' disruptive behavior. The decrease of problem behaviors allows the students quality of life in other areas to increase (Hendley & Lock, 2007).

Effective behavioral models have included a variety of strategies structured in multilevel process (Muscott, et al., 2004); however, in the last 25 years, many schools have adopted more punitive approaches to violence prevention in public schools. These include the use of metal detectors, video surveillance, searches and zero-tolerance policies (Van Acker, 2007). All 50 states have enacted zero-tolerance legislation that requires suspension or explosion and provides for no administrator discretion in determining appropriate punishment for certain types of infractions (Yell & Rozanski, 2000). In some cases students are referred to law enforcement agencies for infractions. These methods are not effective at preventing or reducing disruptive behavior; however, they are associated with student dropouts (Wald & Losen, 2003; Yell & Rozanski, 2000).

The Federal Government included in its Goals 2000: Educate America Act, that by the year 2000, every school will offer a disciplined environment conducive to learning (Marzano, 2003). Teachers have been receiving additional training on how to handle classroom misbehavior (Tuleya, 2002). Having a solid tool (behavior plan) and continuous staff training will be key in averting negative behaviors. Providing these students with the tools to monitor their own feelings may assist in halting some of the explosions before they occur (Smallwood, 2003).

According to Gartrell (2004), in appropriate teaching practices, teachers facilitate the development of self-control, social skills, and self-regulation in children by using positive guidance techniques. These activities include modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits, and intervening to enforce consequences for unacceptable, harmful behavior. In appropriate teaching practices, teachers' expectations respect children's developing capabilities and teachers are patient, realizing that not every minor infraction deserves a response. When dealing with students exhibiting reactive aggressive behavior, adults must be cognizant of the following: 'relationship building, stimulus control, cognitive restructures, self-control training, and social skill training' (McAdams and Lambie, 2003, p. 129) Conroy and Davis (2000) discuss the importance of taking a proactive stance when dealing with inappropriate behaviors.

Leadership plays an important role in dealing with students exhibiting explosive behaviors. To increase the likelihood of success, a learning environment has to be create