Schools today are faced with an increase in problem behavior. Behavioral challenges often take extreme forms such as violence and aggression toward teachers and students. Even minor behaviors such as non-compliance are becoming chronic to the point of limiting educator’s ability to effectively teach. For a myriad of reasons, traditional “discipline” procedures are not effective in re-directing students toward more appropriate behavior. This article outlines and describes features of an alternative model that encourages educators to move from a reactive, consequent based system of behavior management to a pro-active instructionally focused system. Examples from on-going research with schools who are currently implementing systems of Effective Behavioral Support (EBS) are also provided.

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