Initiative Description: School staff formed an effective behavioral support (EBS) team that was responsible for the development, training of other staff, and implementation of proactive school discipline policies and procedures. The EBS team was comprised of five-grade level teachers (1-5) and a special educator + an itinerant school psychologist.  Targeted settings for the study included the cafeteria, recess, and the transition prior to lunch. After four weeks of social skill instruction and review for each setting, interventions were developed to promote generalized responding beyond the classroom.

Study Results: Implementation of social skill instruction and direct intervention combination produced modest reductions in the overall level of problem behavior observed during lunch, recess, and transition.

Reference: Lewis, T. J., Sugai, G. M., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27(3), 446–459.

Level of Evidence: Good