Development,Implementation,and Sustainability of Comprehensive School-Wide Behavior Management Systems

Rosenberg, Michael S.; Jackman, Lori A.
September 2003
Intervention in School & Clinic;Sep2003, Vol. 39 Issue 1, p10
Academic Journal
Effective management of student behavior begins with viewing each school as a comprehensive system in which teachers, administrators, related service personnel, parents, and students all play a part. In this article, we describe the PAR Comprehensive Behavior Management system, a process-based model in which collaborative teams work together to form consensus on a positive and supportive school-wide approach to behavior management for all children. After presenting the conceptual underpinnings and assumptions of the model, we highlight the content and processes used to introduce and sustain the program. Methods for evaluating the approach and a summary of outcomes from several model demonstration sites are also presented.


Related Articles

  • 'Sorta dumb' beliefs fail 65% of students. Manthey, George // Leadership;May/Jun2004, Vol. 33 Issue 5, p23 

    Reports on the advantage of devising systems in order to help students succeed in California. Suggestion for teachers to be sent to AB 466 training; Need to rebuild the belief system among educators; Importance of refining ones belief towards students' capabilities.

  • Focusing on what is essential. Bietz, Henry // Leadership;Sep/Oct2005, Vol. 35 Issue 1, p7 

    Comments on the focus on leadership by the Association of California School Administrators for the 2005-2006 school year . Goal to promote the profession; Assistance of school administrators in the promotion of student achievement; Value of the willingness of a leader to change direction to...

  • STRETCHING FUNDS. FISCUS, LYN // Leadership for Student Activities;Dec2012, Vol. 41 Issue 4, p8 

    The article offers tips for advisers and student leaders on how stretch their funds or budget to provide excellent activities in school. It advises that student organization should create a spending plan or budget to cover things not included in a particular activity. It indicates that student...

  • High Transfer Rates Disrupt Education In Hartford Schools.  // Education Week;2/23/1983, Vol. 2 Issue 22, p3 

    The article presents the findings of a study of student mobility in public schools in Hartford, Connecticut. According to projections from the study, as many as 40 percent of the elementary schoolchildren may not finish the academic year in the school in which they began it. It is indicated in...

  • Managing the Culture of the School. Natriello, Gary // Educational Leadership;Oct84, Vol. 42 Issue 2, p80 

    Discusses some thoughts on managing the culture of a school. Reduction of student problem behavior by developing rules; Rational perspective of rule making; Social or cultural perspective of rule making.

  • THE 9-10 SCHOOL: A NOVELTY OR A BETTER ANSWER? Glatthorn, Allan A.; Manone, Carl J. // Educational Leadership;Jan1966, Vol. 23 Issue 4, p285 

    This article offers a look at look at how the 9-10 school meets some special needs of the teenager, make an honest and critical appraisal of its advantages and disadvantages, and share some practical approaches for special problems that ensue from the 2-2-2 pattern of secondary school...

  • "State Examines how well schools prepare students to enter workforce".  // Techniques: Connecting Education & Careers;Jan2007, Vol. 82 Issue 1, p49 

    The article discusses the plan of Camden County High School to upgrade its system of education in New Jersey. The school administration realized that it has to change its method of teaching into a more effective way to develop students' skills and to realize their full potential. The...

  • TALK BACK. Jessica, S.; Collin, F. // Current Events;12/8/2008, Vol. 108 Issue 11, p3 

    Several letters to the editor are presented in response to the articles in previous issues including "Show Me the Money" and an article on the suggestion that schools should pay children for working hard in work just like employers do to their employees.

  • SNAPSHOTS: Student Incentives. Carroll, Catherine A. // Education Week;9/1/2004, Vol. 24 Issue 1, p4 

    The Kansas City, Missouri, school district paid just over $1 million in bonuses to some 13,000 summer school students. Those earning grades of C or higher in all subjects received $75. The district also paid attendance incentives of $50, $65 and $75 to students.


Read the Article


Sign out of this library

Other Topics