School Violence Prevention and Intervention
Schools and Special Education
Functional Behavioral Assessment
Prevention Strategies that Work
Prevention and Early Intervention
Promising Practice in Children's Mental Health
Strengthening the Safety Net
School-Wide Approaches to Prevention of Antisocial Behavior
School-wide preventive efforts can significantly reduce the amount and cost of school failure and antisocial behavior, and may involve as small an investment as 10 to 15 dollars per student, annually (Walker, Horner, Sugai, Bullis, Sprague, Bricker, and Kaufman, 1996). These interventions have the greatest potential to not only establish a positive school climate, but to divert mildly at-risk students from antisocial behaviors that can become patterns that lead to negative school outcomes. Primary interventions, when implemented consistently, can solve 75 percent to 85 percent of student adjustment problems (Walker et al., 1996). Schools that employ primary prevention successfully display eight characteristics:
Schools can play an important role in preventing antisocial behavior. School-wide strategies include teaching both students and staff to implement rules and policies that make a classroom or a school operate effectively. Strategies also may include targeting behavior in halls, lunchrooms, and school buses, and teaching conflict resolution, emotional literacy, and anger management skills to all students.
Newman Elementary School in Salt Lake City, Utah, demonstrates how a proactive, school-wide disciplinary program and well trained teachers can work effectively with students whom teachers often find to be behaviorally challenging. The program employs a positive, proactive approach to school discipline marked by clear expectations and concrete rewards. A "student-friendly" video has been prepared to introduce students and families to these expectations. At the beginning of each year, and upon entering the school, students are provided with support that enables them to meet behavioral expectations (e.g., demonstrations and role plays). In addition, behavioral expectations are visible in the halls and classrooms - both on the walls and in student and teacher interaction (Osher, 1996).
Osher, D. (1996). Working with students who are behaviorally challenging: A preliminary report. Washington, DC: Chesapeake Institute.
Walker, H.M., Horner, R.H., Sugai, G., Bullis, M., Sprague, J.R., Bricker, D., & Kaufman, M.J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194-209.
|© 2001 The CECP is part of the American Institutes for Research (AIR), and is funded under a cooperative agreement with the Office of Special Education Programs (OSEP), U.S. Department of Education (ED), with supplemental funding from the Center for Mental Health Services (CMHS), U.S. Department of Health and Human Services (HHS).|