This biannual review of research describes promising research models that are helping all students, including students with disabilities, manage their own behavior in school settings. The common features of school-wide systems of behavioral support are identified and include: (1) total staff commitment to managing behavior; (2) clearly defined and communicated expectations and rules; (3) consequences and clearly stated procedures for correcting rule-breaking behaviors; (4) an instructional component for teaching students self-control and/or social skill strategies; and (5) a support plan to address the needs of students with chronic challenging behaviors. Different models of school-wide behavior management are highlighted. The Effective Behavioral Support system, a team-based approach that is designed to prevent and decrease problem behavior, is explained. Also described is the Cheney model, a process that seeks to include students with emotional disturbances in general education classrooms by teaching and supporting prosocial behavior and identifying consistent school-wide responses to challenging behaviors. Finally, the Unified Discipline school-wide approach to behavioral management is reviewed. This model emphasizes unified attitudes among teachers and school personnel, unified expectations for behavioral instruction, unified consequences when classroom rules are broken, and unified team roles for all school personnel. The document concludes with tips from practitioners on how to make school-wide behavior management systems wor; and descriptions of how Utah and Pennsylvania are exploring school-wide behavioral supports. (Contains 10 references and a list of contacts for further information on the research referenced in this issue.) (CR)