changed behavior Choosing the appropriate behavioral strategies that will be most effective. Through the use of effective behavior management at a school-wide level, PBS programs offer an effective method to reduce school crime and violence. To prevent the most severe forms of problem behaviors, normal social behavior in these programs should be actively taught. Consequential management/contingency management Consequential management is a positive response to challenging behavior. It serves to give the person informed choice and an opportunity to learn. Consequences must be clearly related to the challenging behavior. For example, if a glass of water was thrown and the glass smashed, the consequence (restitution) would be for the person to clean up the mess and replace the glass. These sorts of consequences are consistent with normal social reinforcement contingencies. Providing choices is very important and staff can set limits by giving alternatives that are related to a behavior they are seeking. It is important that the alternative is stated in a positive way and that words are used which convey that the person has a choice. For example: Coercive approach – "If you don't cut that out you'll have to leave the room." Positive approach – "You can watch TV quietly or leave the room." Implementation on a school-wide level School-Wide Positive Behavior Support (SW-PBS) consists of a broad range of systematic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. A measurable goal for a school may be to reduce the level of violence, but a main goal might be to create a healthy, respectful, and safe learning, and teaching, environment. PBS on a school-wide level is a system that can be used to create the "perfect" school, or at the very least a better school, particularly because before implementation it is necessary to develop a vision for what the school environment should look like in the future. According to Horner et al. (2004), once a school decides to implement PBS, the following characteristics require addressing: define 3 to 5 school-wide expectations for appropriate behavior; actively teach the school-wide behavioral expectations to all students; monitor and acknowledge students for engaging in behavioral expectations; correct problem behaviors using a consistently administered continuum of behavioral consequences gather and use information about student behavior to evaluate and guide decision making; obtain leadership of school-wide practices from an administrator committed to providing adequate support and