Schools often identify settings in which transitions occur, such as hallways and cafeteria, as major problem behavior areas. School psychologists may be called on to assist in bringing problem behaviors during transitions under control as a consulting resource for general education, or as a form of behavioral support for students with behavior problems in special education. This study was designed to investigate the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students in major transition settings. Three transition settings were targeted in an elementary school: (a) entering the school building, (b) moving to the cafeteria for lunch, and (c) exiting the school building. A multiple baseline design across the three transition settings was used. An analysis of baseline data indicated high rates of student problem behavior, especially running, hitting, and yelling, and low rates of precorrection and active supervision behaviors by staff. Results showed increases in precorrection and active supervision behaviors by staff with concomitant, substantial reductions in student problem behavior. Details of the methodology and results, and practical implications and directions for future research are described and discussed.The need for school psychologists to assist in the development and evaluation of school-wide behavior support systems is derived from two concerns. First, consistent with their traditional role as consulting resources for special educators, school psychologists consult with educators regarding the behavioral supports necessary to improve the participation of students with social, emotional, or behavioral

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Two exploratory studies describe chronic discipline problems as recorded in referrals to the principal. In the first study, students who were chronically referred throughout their middle school career were identified ( n = 18). In addition to establishing that each student had a problem of long duration, a measure of the density of the behavior problem was taken (i.e., the highest number of referrals received in a single term). Two contrasting groups were formed to develop hypotheses about which events in the first term of Grade 6 predicted continued discipline problems. The second study was a comparison of discipline patterns for violent behaviors (e.g., fighting, vandalism, harassment) and nonviolent behaviors (e.g., disruption, skipping class, insubordination) for students with serious discipline problems ( n = 36) from three middle schools. The use of school discipline referral patterns is discussed as a means of checking the need for additional assessments (e.g., functional assessments of problem behaviors, social skills assessments), enhancing our understanding of students' problem behaviors, and constructing preventive interventions.

1. &dquo;Working smarter&dquo; means working more efficiently and requires ongoing data collection, analysis, and monitoring to affect systematic changes. 2. Data-based decision making is essential for team-based problem solving. 3. The selection and modification of school-wide, classroom, specific setting, and/or individual student system interventions must be supported by data. 4. Supports for students with severe problem behaviors are possible only if an effective and efficient school-wide system is in place. 5. School-wide discipline planning serves as an instrument in enabling instruction and learning to & d q u o ; take place efficiently and effectively. ABOUT THE AUTHOR Jean Nakasato, MS, is the state-wide effective behavior support coordinator for the Hawaii Department of Education and is responsible for behavior support efforts involving staff development, data management and analysis, technical as-sistance to school teams, policy development, and program

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