Developing Comprehensive Behavior Programs

It is a rare week that the news does not report an incident of violence in a school. The increase in incidents has led to a heightened awareness of the impact of student behavior on the learning environment and school safety.

In her recently published book, A-Step-By-Step Approach to Developing Comprehensive School-wide Intervention Programs to Prevent and Manage Antisocial Behavior, Kathleen Lane, associate professor of special education and her colleagues, Jemma Kalberg and Holly Menzies, have translated years of classroom research into a user manual for school administrators and teachers wishing to create positive behavior support programs in K-12 settings.

Through a series of questions and instructions, school personnel are led through the foundations of designing, implementing, and evaluating a primary prevention program designed to (a) prevent the development of antisocial behavior and (b) respond to existing cases of problem behavior.

The approach Lane details is sensitive to the fact the each school is unique. Rather than offering a canned curriculum, the book helps schools explore a variety of options to craft a plan that addresses their particular needs. Also, rather than just focusing on behavior in isolation, the book provides a guide for developing a comprehensive primary prevention program that addresses academic, behavior, and social domains.

The book includes extensive forms, resources, and instructions that walk the reader through every step of the process. In addition, it offers a research-based view of the topic and details the studies that examined the effectiveness of school-wide interventions designed to promote positive student behavior and improved academic performance.

In addition to teaching in Vanderbilt’s Department of Special Education, Kathleen Lane is an investigator in the Vanderbilt Kennedy Center and the Vanderbilt Learning Sciences Institute. Professor Lane’s research interests focus on school-based interventions (academic and behavioral) with students at risk for emotional and behavioral disorders (EBD). She has designed, implemented, and evaluated multi-level prevention models in elementary, middle, and high school settings to (a) prevent the development of EBD and (b) respond to existing instances.

The coauthors of the book are Jemma Kalberg, special education teacher at Seneca Center in San Leandro, California, and Holly Menzies, associate professor of special education at California State University, Los Angeles.