Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every…

The purpose of this brief is to provide information to state, district, and school personnel seeking support to determine whether their students are on a path to postsecondary success. The College and Career Readiness and Success Center (CCRS Center) has received technical assistance requests from a number of states regarding factors that predict…

This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes five recommendations and indicates the quality of the evidence that supports them: (1) Identify the specifics of…

Five strategies to help change student behavior and five to help maintain desirable behavior are presented. (MT)

At the F. D. Roosevelt School in Lawndale, California, publicly acknowledging good student behavior in weekly awards assemblies sets the tone for other assemblies. The effects of expecting good behavior and rewarding it go beyond the auditorium to influence attitudes in the halls and classrooms. (MLF)

Any punishment in which the student is a passive recipient leaves all the responsibility in the hands of the teacher. The techniques of having students name behavior, choose alternative solutions, and plan and take relevant consequences actively involve them in their own disciplining and encourage self-discipline. (MT)

Six years ago, students at Birch Meadow Elementary School (Reading, Massachusetts) were polite to adults, but callous and uncaring toward each other. Today, thanks to a "Just Community" approach modeled on Lawrence Kohlberg's philosophy, students feel a sense of school ownership and responsibility for their classmates. (MLH)

The elementary educator must be aware of the major aspects of hyperactivity and drug therapy to meet the multiple needs of hyperactive students. This article discusses hyperactivity, its effects on learning and behavior, its diagnosis, its treatment, and the school's role. (CB)

Lying is a symptom of a much broader problem. Primary motivations are need for acceptance, fear of punishment, and desire for attention. Children learn about honesty through observation, both directly and indirectly. Admitting mistakes, especially to children, is invaluable and can help break the lying syndrome. (MT)

Attention Deficit Disorder, characterized by inattention, impulsiveness, and sometimes hyperactivity, is defined in this article. Symptoms are listed, standard treatments discussed, and strategies for teachers are recommended. (IAH)

Presents six strategies for positively promoting good behavior among elementary students, including: surprise rewards for quiet classroom behavior; a compliment chain made of paper clips; behavior self-evaluation forms; consistent routines; a list of five things students must do in order for the teacher to be able to give out directions; and…

Although certain disruptive behaviors of handicapped children may have changed when they were in special classes, some of these behaviors may reappear when the students return to regular classes. Here are some suggestions for ways to establish and maintain peaceful situations in the classroom. (Author/RK)

A veteran principal offers some wide-ranging and practical suggestions for supervising children on the playground and in the cafeteria. (Author/MLF)

Suggests that teachers need practice in differentiating their responses to student behavior in order that they may enhance the effectiveness of their responses. The author gives some alternatives to the use of praise and also examines four types of praise. (Author/HMV)

At three different elementary schools, a principal--with the help of community, staff, and students--led a behavior committee with the acronym C.A.R.E.S. (cooperation, attitude, respect, effort, and safety). The program of caring and good citizenship reinforces good behavior and promptly takes steps against vandalism. (MLF)