e costly to society (Connor, 2002). The longer a child continues to use aggressive behavior, the more difficult it becomes to change his direction (Kaiser & Rasminsky, 2003). Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and control in schools (Rose & Gallup, 2005).
School administrators, parents, community members and policy makers all recognize that the safety of public schools is of the utmost importance (Barnoski, 2001; Snell, 2005). The Juvenile Offenders and Victims: National Report (Synder & Sickmund, 2006) describes continuing concerns with violence in schools; even though, there has been some increase in public school safety. The survey reports that there are less severe forms of school violence that is problematic. In a survey conducted in Washington State, teachers indicated that decreasing disruptive behavior was one of the top three priorities at their schools (Barnoski, 2001). Disruptive behaviors were noted as having a significantly negative effect on students' learning ability. Some of those behaviors are considered of low-severity. Those behaviors may include noncompliance, classroom disruptions, teasing, theft & bullying. Of these behaviors, bullying is the most prevalent (Whitted & Dupper, 2005). According to Bowman (2001), 30% of students reported being bullied, bullying others, or both, in grades 6-10. According to Snell (2005), 29% of schools reported bullying to be a serious problem. Approximately one third of students reported being involved in fights, being victimized by theft, or vandalized while at school (Synder & Sickmund, 2006). These disruptive behaviors negatively affect student learning (Barnoski, 2001).
As a result, schools establish policies that try to increase discipline and control, often by adopting 'get tough' practices. When the initial policies prove ineffective, schools often respond by 'getting tougher.' That is, they invest in other security and punitive measures that actually have little impact on student behavior (Skiba & Peterson, 2000). As administrators seek ways to address behavior problems in their schools, the norm is to be a reactionary approach rather than a proactive approach (Tidewell, Flannery & Lewis-Palmer, 2003). The methods used are often a 'get tough' approach to problem behaviors rather than efforts grounded in experimental research (Muscott, Mann, Benjamin, & Gately, 2004; Sugai & Homer, 2006).
Researchers have found that general approaches to disruptive behaviors are often successful and may actually exacerbate these behaviors (Tidwell, et al.). Common solutions to continuous discipline problems such as suspending and expelling students from school do not solve the problem (Muscott, et al.). As previously mentioned, schools are meant to be places that provide students with a safe, secure, and orderly environment. However, school professionals have recently seen as an increase in violent behaviors that have taken place in a setting that was once considered safe (Metzler, Biglan & Rusby, 2001). Although behavior issues in the school setting are not a new problem, there has been a plea for more effective discipline procedures especially in the face of recent school violence (Muscott, et al, 2004.). The reform and accountability of schools has added new demands for restructuring systems
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