As school psychologists help teachers plan and implement classroom behavior management interventions, teacher perspectives on these interventions are vital to consider. To better understand teacher perspectives on a well-established, effective intervention, this study analyzed teacher responses to the Good Behavior Game (GBG; Barrish et al.,…

Researchers and school practitioners alike are finding positive outcomes in the proactive practices of schoolwide positive behavior supports (SWPBS). However, reform through such systemic efforts as SWPBS is a challenging endeavor. For SWPBS to reach the widest number of schools, it is necessary to provide school faculty and staff with the…

The author appreciates the invitation to comment on the article by Reinke, Lewis-Palmer, and Merrell (2008) examining the Classroom Check-Up (CCU). Their work illustrates how far school psychology has come over the past decade in developing more sophisticated intervention practices. The opening section of this commentary will highlight the…

The authors of this article consider how education researchers can improve school violence and school safety research by (a) examining gaps in theoretical, conceptual, and basic research on the phenomena of school violence; (b) reviewing key issues in the design and evaluation of evidence-based practices to prevent school violence; and (c)…

The purpose of this article is to present a brief review of research linking social cognition and emotion to responsible behavior. Implications for school psychologists are discussed, with a particular emphasis on the importance of developing and implementing prevention and intervention programs that address the multiple components of responsible…