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d that promotes positive interactions and focuses on teaching the skills necessary to prevent outburst. According to Smallwood (2003), one will significantly increase effectiveness if comprehensive prevention strategies are put in place. An intervention process that emphasizes problem solving, not punishment, and facilitates collaboration between all stakeholders will also increase the likelihood of success. Smallwood (2005) provides the following strategies for averting and/or solving issues.

Have teachers introduce expectations at the beginning of the year and regularly incorporate opportunities for learning coping skills into the school day.

1.Give students praise when you see them make a good choice.

2.Model the skills you want the students to learn.

3.Provide teachers and support staff, cafeteria monitors and bus drivers with training.

4.Develop a problem solving team approach with the staff.

5.Designate an office or special place as a 'time out room' for students who need to regain self control. Students should know where the room is and what adult(s) will be there to help them. This is often the counselor's office or the administrators' office.

6.Build trust with students by being accessible and encouraging.

Many teachers turn to the Special Education department because chances are the student will be identified as a Special Needs student and will receive specific services. A specific plan and strategies are developed to help the staff work together for the student's benefit (Boynton & Boynton, 2005). Prevention and early intervention are key in the process of reducing and ultimately eliminating many of the issues that continually require the attention of the classroom teacher and those that prevent the occurrence of academic and social skills instruction. Early intervention for school violence is favorable because the behaviors are found to increase over time (Stormont, 2002). However, for early intervention to have an impact, we have to provide the 'at-risk' children with environments that both directly teach and actively support adaptive behaviors.

It's not the children that we should focus on modifying; it is the environment that needs modification. Effective intervention takes into account child characteristics as well as the characteristics and cultural expectations of the setting in which they live and learn (Hester, Baltodano, Hendrickson, Tonelson, Conroy, & Gable, 2004). According to Elliott (2003), many of the school programs geared towards preventing these type behaviors have not been thoroughly evaluated or have been evaluated and found to be ineffective. Less attention has been devoted to assessing social validity of primary prevention efforts such as school-wide positive support plans (Lane, Kalberg, & Edwards, 2008). As a result, a review of primary prevention program with a behavioral component was conducted on the elementary level. This review suggested that approximate one-third of the school-wide primary prevention efforts mentioned and reported social validity. Social validity had been assessed using surveys with unknown psychometric qualities which makes it unreliable (Lane, Kalberg, Bruhn, Driscoll, Wehby & Elliott, 2009).

END OF EXAMPLES OF NEGATIVE BEHAVIORS

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