PositiveBehavior

Support

26 COUNCIL FÜR EXCEPTIONAL CHILDREN

Teaching and AcknowledgingExpected Behaviors in anUrban High SchoolKelly L. Morrissey Hank Bohanon Pamela Penning

Schools are changing rapidly, and thepressure is on to find ways to effective-ly support the growing diversity of stu-dent needs found in general educationclassrooms (Knitzer, 1993; Lohrmann,Boggs. & Banibara. 2006). Traditionalreactive approaches to discipline arerepeatedly failing to improve thebehaviors of many students, includingstudents from diverse populations andwith exceptionalities (Sinclair. Christen-son. & Thurlow. 2005; Sutherland &Wehby, 2001). Reactionary disciplineapproaches, particularly suspensionand expulsion, result in removal ofstudents most in need of instructionalminutes, especially children of minori-ty backgrounds and those with aca-demic problems (Skiba & Rausch,2006). Urban high schools, whichserve students of diverse backgrounds,are in dire need of proactive approach-es to discipline that will support stu-dent behavior rather than removethem through exclusionary disciplinepractices.

Positive behavior support (PBS) isone such model that is gaining empiri-cal evidence of success as a methodfor addressing schoolwide behavioralissues, classroom management, andindividual support systems for stu-dents with and without special needs(Taylor-Green & Kartub, 2000; Turnbullet al.. 2002; Warren et al.. 2003).

Teaching and acknowledging appropri-ate behaviors on a prevention-orientedbasis, rather than reacting through sus-pension once a problem occurs, maybe the first step in turning the tidetoward safer schools designed for keep-ing students in school and experienc-ing success.

The Need for a ProacriveApproach

The Individuals With Disabilities Edu-cation Improvement Act (IDEA 2004)mandates that students with specialneeds have access to the general edu-cation curriculum in the least restric-tive environment possible (U.S. Depart-ment of Education, 2006). Althoughresearch indicates that the genera! edu-cation environment leads to better edu-cational outcomes for students withspecial needs and is not detrimental tostudents without special needs (Idol,

and move along the continuum fromattendance problems to dropping out ofschool (Sinclair et al.. 2005; Sutherland& Wehby, 2001). Often teachers with-out special education training are nowresponsible for students with theseincreased academic, social, emotional,and behavioral needs, and many ofthem feel anxious about this prospect.Staff members in inclusive general edu-cational environments need more com-prehensive techniques for behaviormanagement as their school popula-tions change.

Thus far, many schools haveaddressed concerns about handlingdiscipline by creating increasinglypunitive reactionary policies. Thesepolicies have led to numerous inci-dents involving seemingly trivialbehaviors, such as sharing over-the-counter pain medication or holding upa paper gun, resulting in suspension or

Teaching and acknowledging appropriate behaviors on a prevention-oriented basis, rather than reacting through suspension once a problem

occurs, may be the ñrst step in turning the tide toward safer schoolsdesigned for keeping students in school and experiencing success.

2006). it does pose new challenges forteachers. Students with disabilities aremore likely to have behavioral difficul-ties, have trouble engaging in school.

expulsion of students (Skiba & Knest-ing, 2001 ; Skiba & Rausch, 2006; Tebo.2000). Along with these controversialincidents, suspension is widely used in

TEACHING EXCEPTIONAL CHILDREN | MAY/JUNE 2010 27

reaction to minor incidents such asattendance problems (Skiba & Knest-ing. 2001). A recent analysis of disci-pline policies revealed that the vastmajority of techniques being usedin schools are punitive, and manyschools have little lo no proactivemeasures in their policies (Fen-ning, Theodos, Benner, & Bohanon-Edmonson. 2004; Fenning et al., 2008).Although consequences for problembehaviors are necessary, the steadyoccurrence of several types of schoolcrime, violence, and misbehavior(National Center for EducationalStatistics, 2003) indicates that for stu-dents with and without disabilities, thecurrent punitive measures to changebehaviors are ineffective.

The results of current research indi-cate that an overreliance on punitivepolicies is not only ineffective atchanging behavior (Reynolds et al.,2006), but possibly exacerbates prob-lems. Students who have been sus-pended tend to repeat the sameoffense, and are more likely to dropout of school than their peers (Skiba &Knestitig, 2001; Waid & Losen, 2003].In addition, zero tolerance disciplinepolicies (wherein students are sus-pended or expelled for minor offenses]create a window for excluding stu-dents from the educational systetn dis-proportionately. Students from minori-ty backgrounds, particularly AfricanAmerican males, and students whodemonstrate low academic achieve-ment are much more likely to be sus-pended or expelled than their peers(Fenning & Rose, 2007; Skiba, Michael,Nardo, & Petersoti, 2002; Skiba & Peter-son, 2000; Skiba & Rausch, 2006]. Thistrend feeds into the direct pipeline ofyoung men who struggle in school andwho are of minority descent movinginto the correctional system [Noguera,2003; Wald& Losen. 2003).

Finally, coercive methods of disci-pline can trigger counter-aggressivebehaviors in students when used in theabsence of reinforcement (Mayer &Sulzer-Azaroff, 1991). Teachers whoare relying too heavily on punishmentin the absence of positive reinforce-ment may be risking a backlash fromstudents such as behavioral outbursts.

vandalism, or even assault in extremecases. The bottom line is that schoolsare in need of a proactive method forapproaching discipline. The directteaching and acknowledging of expect-ed behaviors itivolved in schoolwidePBS is otie alternative to the currentreactive patterns in discipline.

Overvie^v of Positive BehoviorSupports (PBS)

The PBS model is a systemwideprocess that ideally involves teachers,students, parents, administrators, com-munity members, and other staff mem-bers at a school (Carr et al., 2002;Muscott, Mann, & LeBrun. 2008; OSEP,2002) Schootwide PBS is a three-tieredmodel. Tier 1, the focus of this article,is the schoolwide system, designed toaddress the needs of about 80% of thestudent population through the deliv-ery of a universal system of behaviorsupport delivered to the entire schoolpopulation. Scboolwide PBS is a proac-tive systemic approach to disciplineand involves everyone in the building.The key elements of a successfulschoolwide PBS system include thefollowing:

• Committing to addressing behaviorin the school.

• Forming a representative team.

• Examining behaviors at a school-wide level using data such as officediscipline referrals and surveys.

• Choosing three to five behavioralexpectations and generating specificexamples of these for locatiotisthroughout the school (see Table 1).

• Providing systematic direct teachingof expected behaviors to all staffand students and then acknowledg-ing (rewarding in some way] allthose who meet the expectations.

• Clarifying consistent procedures forresponding to problem behaviors.

• Systematically using data to monitorprogress and adjust interventions asneeded (Carr et al., 2002; OSEP2002; Sugai & Horner, 2007].

Examples from a case study of school-wide PBS at one urban high school are

provided in the following sections ofthis article.

The focus of this article is school-wide PBS applications; however, it isimportatit to note that whereas themajority of students (up to 80% of thestudent population] will respond tothe Tier 1 interventions of teachingand acknowledging expectations, somewill not. Once the schoolwide systemis in place, students with more Intensebehaviors are identified. Typicallyabout 15% of the students (e.g.. Tier 2of PBS) in a school will need slightlymore focused means of support, oftendelivered on a group basis, such asacademic remediation or a groupcheck-in check-out system (Lehr,Sinclair, & Christenson, 2004; OSEP,2002). In addition, about 5% of theschool population (e.g.. Tier 3 of PBS)benefit from even more intensive andindividualized supports, which mayinclude wraparound commutiity serv-ices to address specific issues of quali-ty of life (Eber, Sugai, Smith, & Scott,2002]. Schoolwide PBS is designed toaddress the behavioral needs of asmany students as possible in an effi-cient manner, freeing up resources forthose who need the most support forsuccess (Muscott et al., 2008; OSEP.2002), including students with specialneeds. Many elementary and middleschools have found PBS to be effectivein improving school climate and stu-dent behaviors, but the next frontierappears to be adapting PBS for use inhigh school settings (Sugai, Flannery,& Bohanon-Edmonson. 2005).

Teaching and AcknowledgingBehaviors

Within schoolwide PBS, a core team isformed ihat determines systematically(through interviews, observations, andexamination of discipline data such asoffice referrals) the major behavioralconcerns of the school. The team isasked to examine schoolwide datareflecting problem behaviors, such asnoise in the halls during class, and togenerate replacement behaviors, suchas arriving to class on time, through adecision-making process based onthese data. Using a team problem-solving process, three to five general

28 COUNCIL FOR EXCEPTIONAL CHILDREN

làb l * 1 . Sompl« Grid for Schooiwide Expectations

Behaviors

Be Respectful

Be AcademicallyEngaged

In Lhe Classroom

P = Bad language, yelling,cutting people off, talking back,talking down, favoritism.

T = Say something positive, askfor a conference, keep temper,count, teachers show interest inothers.

P = Head down, no materials,not participating, not handing inassignments, not physicallyattending, tardy, disruptive.

T = Make the class interesting,use variety, have supplies, haveassignments, ask, be in uniform,be on time. Have a creativelesson. Have rewards.

Community:To and From School

P = Throwing trash in yards,walking on gardens, talking backto community members.

T = Throw trash in can, walk onthe sidewalk, let an administratorknow ahout problems.

P = Not being on time or in dresscode, not attending school, hang-ing out during school hours.

T = Be on time, be in dress code.Show your ID when asked.

During Assemblies

P = Being in wrong spot, boo-ing, loud talking.

T = Listen, participate, sit incorrect spot, make encouraging/positive statements. State dislikesappropriately when given theopportunity.

P = Not following presentations,not listening.

T = Use materials during theassemblies, follow along.

Noie. P = problems; T = teach instead.

positive behaviors are identified, suchas being respectful, which serve as anoverarching umbrella under which allthe specific behaviors will fall. Next,specific examples of the replacementbehaviors are developed to be taught inevery location of the school (see Table1). To identify replacement behaviors,staff can he asked for examples of thetypical problem behaviors in that loca-tion, then asked to identify the posi-tively stated alternative expectedbehavior.

Once the team has determined theexpectations for the school, the entirestudent body is explicitly taught theseexpectations IBohanon et al., 2006;OSEP, 2002) Direct teaching of expecta-tions can be done through initialassemblies, video presentations, andongoing direct classroom instruction,workshops, or orientations. All stu-dents and staff members should haveaccess to the expectations.

After the expectations have beentaught, the expected behaviors shouldbe prompted and reinforced throughreminders, posters, and. most impor-tant, random positive recognition forfollowing the rules. This acknowledge-ment should be accessible to every stu-dent in the building. Often ticket sys-tems are used, at least initially, where

faculty members randomly "catch" astudent following the guidelines forgood behavior and present them with aticket and praise. Professional develop-ment focuses on how verbal praise isspecific, tied to the behavioral expecta-tions, and paired with the distributionof a ticket. For example, instead of say-ing "good job" or "thanks for beingrespectful," a lunchroom attendantwould say, "Thank you for puttingyour tray away without being asked,that was very respectful." The ticketsare then redeemable for some smallprize, possibly being entered into a raf-fle for slightly more substantial items.In addition, staff members are recog-nized for participating in the school-wide PBS system through tangible

iors and also help teams track howmany students are being recognized ina positive way.

Less frequent, mid-level and largerscale celebrations such as dances orparties are also common and aregeared toward celebrating with theschool as a whole for overall improve-ments in behavior (Bohanon et al.,2006; Carney, 2005). This schooiwidesystem of teaching and acknowledgingexpected behaviors not only takes theguesswork out of determining whatbehaviors are valued and expected in aschool, it also provides many opportu-nities for positive social engagementbetween students and staff membersand positive recognition for many stu-dents who otherwise might go unno-

The tickets serve as a consistent reminder to adults to be

looking for positive behaviors and also help teams track

how many students are being recognized in a positive way.

reinforcers, such as raffle systems.Although these tickets can lead to tan-gible reinforcement, they also mayserve as a prompt for staff to increasetheir positive to negative feedbackpractices with students. The ticketsserve as a consistent reminder toadults to be looking for positive behav-

ticed unless they misbehave or fail(Muscott et al., 2008; OSEP. 2002).

Schoolwide Orientationsin cm UiiKin High SchooiAlthough examples exist that showthe promise of PBS as a method toimprove discipline in elementary and

TEACHING EXCEPTIONAL CHILDREN I MAY/JUNE 2010 29

Table 2. Bullding Expeclotieni: A Sample Lessen Plan

Expectation: Be respectful in ballway Location: HallwayObjective: Discuss and demonstrate differences in safe and unsafe behaviorsActivity: Role play, demonstration

Teacher Asks

Wby is tbis important?How does it benefit us to be respectful in the halls?

Negative ExampleWhat does it look like to be disrespectful in tbe halls?

Positive ExampleWhat does it look like to be respectful in the halls?

PracticeRemember not to do anything that will get you sent to tbeoffice. Also, remember when I raise my hand you are to stopwhat you are doing! Wben 1 raise my hand what are you todo?

Cue students when to start and stop role plays.

Sample Student Responses

No one gets hurt and people get to class on time.

Running in hallways, yelling and screatning in ballways,hitting others, hanging out in wrong hallways, being late toclass, hanging out in groups—clogging up hallways.

Walking in hallways, keep hands, feet, and objects to yourself,being where you are supposed to be in order to get to classon time, walking directly to class (no congregating), noyelling (loud talking) in hallways.

Students practice negative example first; then positiveexample.

How will you know they have learned the skill?Quietness in tbe hallways; fewer incidents and tardies in hallway

[based on referrals); fewer accidents and confrontations.

Next Steps: Acknowledge respectful ballway behaviors, monitor data, and re-teach as needed.

middle schools, there are limited dataregarding PBS in high schools (Sugai etal., 2005). In large secondary schools,there is a particular need for simpleand effective strategies for hehaviormanagement.

As part of a longitudinal study ofPBS in urban high schools, researchersat Loyola University Chicago collabo-rated with a Chicago public highscbool to examine what PBS mightlook like and how effective it may beat the secondary level. Over the courseof 4 years, a team of university profes-sors, graduate students, and facultymembers from the high scbool gath-ered information and took the firststeps toward a schoolwide system ofPBS. Tbe major expectations developedfor the building were to be: Caring,Academically engaged. Respectful, andResponsible [CARR). Tbe team used aplanning grid (see Table 1 for a portionof the grid) to outline the expectedbehaviors in each location of theschool and then began to determinewhat would be the best way to teach

the expectations to the entire studentbody (approximately 1,800 students).

The Summer Pilot

The team decided to pilot an approachthat involved directly teaching andacknowledging students for demon-strating expected behaviors duringsummer school when the student bodywould be reduced to about 100 stu-dents. During the first week of summerschool, all of the students werebrought together for an assembly. PBSteam members reviewed the majorexpectations for the school anddescribed the acknowledgement sys-tetn, wbich involved random distribu-tion of reward tickets that wereredeemable for snack items. Next, thepresenters used a simple lesson plan(Taylor-Green et al., 1997) to teach theexpected behaviors for being respectftilin classrooms, hallvvays, and the cafe-teria (See Table 2),

The students were first asked whybeing respectful is important. Theywere then asked for nonexamples and

examples in each of the previously

mentioned locations. Subsequently,

they were asked to role play being dis-

respectful and then to practice being

respectful. The reason for doing a role

play of the nonexample first is to use

the principle of behavioral momentum

(Belfiore, Lee, Scheeler, & Klein. 2002;

Dunlap & Morelli-Robbins. 1990). A

person who complies with a request is

likely to continue to comply with the

next request. High school students may

be more likely to agree to role play if

they are first asked to show the nega-

tive. A critical element to this type of

lesson plan is Ibat the students must

be taught before the role plays begin

that they are not to do anything dan-

gerous, illegal, or that might get them

into disciplinary trouble. A hand signal

is then taught clearly to be the "stop"

signal, meaning that when the signal is

given, the role play comes to an end.

Table 1 provides an example of the

types of expectations that were taught

during this pilot.

30 COUNCIL FOR EXCEPTIONAL CHILDREN

During the orientation session inthe summer pilot, the students weredirectly taught the expectations usingthe lesson plan (Taylor-Green et al.,1997) presented in Table 2. They werethen acknowledged with tickets fordemonstrating the behaviors. The staffmembers were taught to use the clear,specific praise (described earlier) whendistributing tickets to students. Theteam felt that the students respondedweil to the lessons and liked receivingthe tickets, resulting in improvedbehaviors (e.g., good contextual fit),and they decided to proceed with theintervention at the beginning of theacademic school year.

Fall School^de Orientation—Year 1

In the fall, the student body gatheredin the auditorium, one grade level at atime. The lesson plan from the summerpilot was used again. Role plays por-traying respect during assemblies wereconducted with the entire group. Indi-vidual students demonstrated responsi-bility in the hallway through other roleplays. A video, created by universityand high school staff members, deplet-ing being responsible in the cafeteriawas shown to the students.

The majority of the studentsresponded well to the assembly andparticipated in the role plays. The staffnoted that it was somewhat over-whelming to bave hundreds of stu-dents practicing walking in the halls atonce, and it was difficult to determinehow well the students were attendingto the information presented in theauditorium. However, no major inci-dents of problem behavior were report-ed. Staff acknowledged students forparticipating appropriately by handingout PBS tickets, which could beredeemed at a school store for snacksat the end of each week. Throughoutthe school year, teachers were encour-aged to re-teach and continuallyacknowledge students for meeting theexpectations using the tickets.

Year 2 Adjustments

The team made a few adjustments tothe lesson plan for Year 2 of school-wide implementation. Several senior

students had been asked about the les-son plan and reported that they felt itwas geared toward younger childrenand seemed a little immature. For Year2, team members were trained to men-tion why the behavior is importantrather than asking and were encour-aged to use humor and joke with thestudents about the lesson plan itself.An example one team member gavewas saying to the students, "Okay, thismay seem a little silly to some of you,but bear with me because this isimportant information for you to have.Knowing this stuff will work for youand help you get what you want."

Also for the orientation at the begin-ning of the second year of implementa-tion, the PBS team decided to use aslightly different format for teachingexpectations. Because of the inabilityto fit a schoolwide assembly into theschedule at the beginning of the schoolyear, several team members and otherstaff members were trained to do theorientations in individual classrooms.Using this method, students weretaught by a university and high schoolstaff team member in much smallergroups of about 20. A simple grid wasdeveloped (Fenning, 2004; see Table 3)to help team members practice the keyelements of the lesson plan beforeteaching it to students. Each team prac-ticed the lesson while a third personwatched and rated the instruction. Thisensured that the lessons would betaught with consistency despite themultiple sessions. All teams reached atleast 80% of the instructional itemsbefore teaching on their own.

Overall, participation was verygood. At the end of each orientation,the students were given a PBSacknowledgment ticket and thankedfor their respectful participation.Teachers and students gave positivefeedback about the orientations. A keypositive element to this approach isthat the teachers were able to attend tothe orientation content instead offocusing on managing student behav-iors (as they had done in the largeassembly). Students were able to askquestions, get involved witb the roleplays, and reported learning moreabout the PBS program. Again, the

acknowledgement tickets were avail-able for teachers to use throughout theschool year.

Year 3: Back to Assemblies

At the beginning of Year 3 of imple-mentation, the team decided to returnto the schoolwide assembly orienta-tions. This decision was made basedon Office Discipline Referral (ODR)data (see Figure 1), indicating adecrease in September (from 3.65 in2002-2003 to 1.38 in 2003-2004 ODRsper day, per month, per average dailyenrollment, per 100 students) when theorientation was done in assemblies,and an increase the next year duringthe classroom orientations (from 1.38in 2003-2004 to 1.97 2004-2005 ODRsper day, per month, per average dailyenrollment, per 100 students). Asstim-ing a possible connection between theorientations and ODR rates, the ciass-by-class orientations may have failed toproduce such results because it tookseveral weeks to reach all students,and the orientations were not complet-ed until mid-October. During the thirdyear, older students taught the expecta-tions through role plays during theassemblies, and again students weregiven acknowledgment tickets forrespectful participation.

Results

Overall, schoolwide PBS has beenassociated with reductions in ODRs atthis school (see Figure 2). Althoughthe lack of experimental control in thestudy prohibits tbe ability to assumecausality, during the months and yearswhere schoolwide PBS interventionswere implemented, ODRs declined.Also, comparing baseline data to thefirst year of implementation revealedthat a significantly smaller number ofstudents received multiple ODRs dur-ing the implementation year in com-parison with the baseline year (seeFigure 3). Only 46% of the students inthe 2002-2003 school year had zero toone ODRs compared to 63% of thestudents with zero to one ODRs by2004-2005. In addition, 33% of thestudents had two to five ODRs in2002-2003 compared to 2.^% in2004-2005. Finally, in 2002-2003, 21%

TEACHING ExcEpnoNAL CHILDREN | MAY/JUNE 2010 31

Itabia 3. Lasson Checklist

Checklist for Teaching Expectalions

Activity for Teaching(list the expectation being tanght)

Yes •= 2; Good Start - 1; No = 0Comment for additional practice

Were the schoolwide expectations reviewed (i.e., CARR)?

Was the teaching method clear (e.g., discussion, role play)?

Was there a discussion about wby the expectation isimportant?

Were students asked for negative examples of the expectation?

Were students asked for positive examples of the expectation?

Were the students allowed to practice the negative, then the

positive behaviors?

Did the teacher preteach prompts and set limits (e.g., "whenI raise my hand, stop yelling") to stop inappropriate role play

(e.g., "show what does not look like") and were limits ofbehavior set?

Total points:

Percentage: _

Tieacher's Name:

PBS Consultant:

Tfeacher has reached a proficiency level of 90% or betterYes/No

Noie. CARR = Caring, Academically engaged. Respectful, and Responsible.

Figur« 1. Office Discipline Refetrals by Month

1)2-03

003-04

lM-05

September October November December January February

Month

March April May June

32 COUNCIL FOR EXCEPTIONAL CHILDREN

Figure 2. Number of Office Discipline Referrals by Year Adtusted per Day, per Month,per 1 00 Students, per Average Daiiy Enroilment

11

ec il

a ä.

02-03 Total 0.Í-114 TotJl

Academic Year

04-05 Tot.ll

of the students had six or more officediscipline referrals compared to 15% in2004-2005. A larger number of stu-dents were in the category of thoserequiring schoolwide Tier I supports.and could be supported using preven-tion-oriented teaching and acknowledg-ing of hehaviors implemented on aschooiwide basis, rather than requiringmore intensive group (e.g., Tier 2] orindividual [e.g.. Tier 3J supports. Noother major interventions, changes inenrollment, or other likely causes forchanges in discipline rates were identi-

fied, lending support to the possibleconnection between schoolwide PBSand these improvemetits in disciplinereferrals.

Examination of the ODRs at thishigh school indicates, as mentionedearlier, that the large assembly formatmay have had a greater impact on stu-detit behavior (see Figure 1). In the2003-2004 school year, the orientationswere done as large assemblies bygrade, all during the first week ofschool in September. The ODR ratedropped impressively compared to the

prior September. During the 2004-2005school year, the assemblies were dis-persed over the months of Septemberand October. ODRs did not decreaseuntil the month of November, which isthe time when all students would havebeen oriented to the expectations.

Conclusion

On an anecdotal basis, there has beena great deal of positive feedback aboutthe orientations in both the largeassembly and small group formats.The students seemed to enjoy the

Figure 3. Proportional Office Disciplino Referral Data

Proportion of Students With Office Discipline Referrals

100.0090.0080.0070.0060.0050.0040.0030.0020.0010.000.00

2002-2003 2003-2004

School Year

• 6 + Kflerr.ils lo Üffict'

0 iwS Rffffuls lo Office• 0 (u 1 Roti-Ti,il.-i ID Office

21.00% 1(1.0(1%

TEACHING EXCEPTIONAL CHILDREN MAY/JUNE 2010 33

break from routine and no major dis-ruptions or problems have beenreported. The teachers appreciated thatthe interruptions are brief, regardlessof tbe orientation style. Each lessonplan takes approximately 10 minutesto complete. This brief format forteaching expectations is versatile inthat it can be done in any settingwbere a student or group of studentsappear to need a reminder or need tobe taught wbat appropriate behaviorsare for a setting. The large assembliesappear to be the most efficient formatfor teaching expectations on a school-wide basis, whereas the small groupformat may serve as an ideal way forteachers to provide booster remindersof expectations throughout the schoolyear as follow-ups are needed. Oncethe appropriate behaviors for theschool are defined, they can easily beinserted into the lesson plan.

Students responded well to tbe tick-ets they received at random, and oneof the challenges facing the team wasdelegating the responsibility of distrib-uting the tickets to faculty members.The overall reduction in referrals atthis particular high school during theyears of implementation indicates thatthere was a good possibility thatschoolwide PBS was having a positiveimpact on studeni behaviors [seeFigures 2 and 3). Although this studyis limited to data collected from oneurban high school, it does lend supportto further study of teaching andacknowledgitig appropriate behaviorsin inclusive urban high schools, as wellas the investigation of other aspects ofPBS at tbe high school level. Initialstudies are just the beginning of piec-ing together the puzzle of how PBSwill work in a high school, but the pic-ture is beginning to take shape.

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Kelly L. Morrissey. Special Education Tea-cher, Chicago Public Schools and AdjunctFaculty, School of Education; HankBohanon (CEC ä. Federation), AssociateProfessor. School of Education: and PamelaPenning, Associate Professor, School ofEducation, Loyola University. Chicago,Illinois,

Address correspondence to Kelly Monissiy,

4836 N. Oakley Avenue, "2, Chicago. IL

6062S (e-mail: Kcaniel@lac.edu.).

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