Abstract
Recent media attention has focused on a number of violent acts that have threatened the safety of students on school campuses across the United States (Institute of Education Sciences, 2007). Focus on such violent incidences on school campuses has led to an increased use of security cameras, metal detectors, and locked and barred windows and doors, thus creating a false sense of security (Dufresne & Dorn, 2005; M. J. Mayer & Leone, 1999). In addition, education systems have a long and ineffective history with the use of punitive measures, compulsory attendance, corporal punishment, and reactionary procedures to address student problem behavior (Aucoin, Frick, & Bodin, 2006; Yell, Rogers, & Lodge-Rodgers, 1998). This state of education has also led to an increased use of zero tolerance and “one strike, you're out” policies that have not increased safety on school campuses by students or staff (Anderson & Kincaid, 2005; M. J. Mayer & Leone, 1999).
Understanding that these policies and procedures are not ameliorating the issue of violence in schools, national school reform and federal legislation have moved toward the promotion of prevention models. The Individuals With Disabilities Education Act (IDEA; 2004) and No Child Left Behind (NCLB; 2001) legislation advocate for the use of research-based preventive models. IDEA legislation recognizes whole-school approaches and early intervention as keys to making the education of children with disabilities more effective. IDEA also focuses on developing positive programming that leads to meaningful improvements in students' lives. This whole-school approach also supports standards of NCLB legislation by focusing on the success of every child and making appropriate accommodations. As a result, schools continue to search for approaches to assist in creating whole-school systems change and supporting students across settings, behaviors, and skill levels.
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George, H.P., Kincaid, D., Pollard-Sage, J. (2009). Primary-Tier Interventions and Supports. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_16
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