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All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

This chapter challenges and augments the received view of the history of symbolic interaction at the University of Chicago. The history of the discipline’s development at the University of Chicago between 1889 and 1935 is well-known, especially the work of George Herbert Mead and John Dewey, sometimes called “the Chicago school of sociology” or symbolic interaction. But the Hull-House school of sociology, led by Jane Addams, is largely unknown. In this chapter I explore her founding role in feminist symbolic interaction. Her perspective analyzes micro, meso, and macro levels of theory and practice. Feminist symbolic interaction is structural, political, rational, and emotional, and employs abstract and specific models for action. Addams led a wide network of people, including sociologists, her neighbors, and other citizens, who implemented and institutionalized their shared visions. Addams led many controversial social movements, including the international peace movement, recognized in 1931 by the Nobel Peace Prize. “Feminist symbolic interaction” expands the scope of symbolic interaction by being more action-oriented, more political, and more focused on a successful social change model than the traditional approach to this theory. In addition, many new sociologists are added to the lists of important historical figures.

Students with emotional and behavioral disorders are at great risk for long-term negative outcomes. Researchers and practitioners alike acknowledge the need for evidence-based, preventive, and early intervention strategies. Accordingly, in this chapter an expanded view of prevention is presented as a series of data driven decisions to guide provision of supports that lessen the impact of emotional/behavioral disorders (EBD). Universal screening, use of a multitiered framework, delivery of increasingly intensive support prior to chronic and persistent patterns of behavior, and continuity of service across school, home, and community settings are discussed. Specific techniques for data decision-making, use of a school-based team approach, and recommendations for future research are also provided.

The 1990 reauthorization of PL 94-142, the Individuals with Disabilities Act (IDEA), emphasized the need for applied research in schools to prevent the development of emotional disturbance. Prevention research then led to mandates in IDEA 1997 that schools must develop positive behavior interventions and supports (PBIS) for children and youth whose behavior impeded their educational performance. This chapter describes how the ensuing research and implementation regarding each of the three-tiers of PBIS have influenced the educational outcomes of students with EBD. Recommendations for school staff using the three-tiered PBUS model are provided so that students with EBD can benefit from implementation of PBIS structures and supports.