This study used a multiple regression analysis to determine if there was a significance between the existence and intensity of student maladaptive behaviors, number of hours of teacher trainings in proactive and preventative behavior management techniques, and the number of instances a student is exposed to aversive techniques. The general problem addressed by this study was the use of aversive behavioral management techniques when students displayed challenging behaviors in the special education classroom due to teachers' reported feelings of being underprepared in classroom management. Aversive behavioral management techniques include restraints and seclusion practices and are to be used when a student is in imminent danger of hurting themselves or people around them. This study was inspired by the work of B. F. Skinner who theorized eliminating condition response through positive reinforcement. The purpose of this study was to determine if positive and proactive behavior management techniques can reduce maladaptive behaviors. An electronic questionnaire was sent to all special education teachers in the lower section of New York City who taught in the special education district. Teachers were asked to identify if a student with a current behavior intervention plan or behavioral management plan exhibited 38 different behaviors and the intensity of those behaviors, identify the number of proactive and preventative behavior management trainings they attended in the last two years and how often the indicated student was exposed to aversive behavioral management techniques. The results showed the number of hours of teacher training on proactive and preventative behavior interventions, and the intensity of a child's challenging behaviors significantly predicted the number of instances aversive behavioral management techniques are used in the special education classroom. If positive and proactive teacher trainings helped to reduce the existence and intensity of maladaptive behaviors, it is believed the instances of aversive behavior management techniques would also reduce. The findings of this study will help lead a discussion on the need for teacher trainings on proactive and preventative behavior management techniques. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]