Rogerian counseling). The program offers a primary, secondary, and tertiary level of intervention. A basic tenet of the PBIS approach includes identifying students in one of three categories - primary, secondary, or tertiary Interventions are specifically developed for each of these levels with the goal of reducing the risk for academic or social failure. The interventions become more focused and complex at each level. Primary prevention strategies focus on interventions used on a school-wide basis for all students. PBS use for other than a designated population group has neither been approved by the professions or the public-at-large. This level of prevention is considered "primary" because all students are exposed in the same way, and at the same level, to the intervention. Approximately 80–85% of students who are not at risk for behavior problems respond in a positive manner to this prevention level. Primary prevention strategies include, but are not limited to, using effective teaching practices and curricula, explicitly teaching behavior that is acceptable within the school environment, focusing on ecological arrangement and systems within the school, consistent use of precorrection procedures, using active supervision of common areas, and creating reinforcement systems that are used on a school-wide basis. Secondary prevention strategies involve around 10–15% of the school population who do not respond to the primary prevention strategies and are at risk for academic failure or behavior problems but are not in need of individual support. Interventions at the secondary level often are delivered in small groups to maximize time and effort and should be developed with the unique needs of the students within the group. Examples of these interventions include social support such as social skills training (e.g., explicit instruction in skill-deficit areas, friendship clubs, check in/check out, role playing) or academic support. Additionally, secondary programs could include behavioral support approaches (e.g., simple Functional Behavioral Assessments [FBA], precorrection, self-management training). Even with the heightened support within secondary level interventions, some students (1–7%) will need the additional assistance at the tertiary level.Tertiary prevention programs focus on students who display persistent patterns of disciplinary problems. Tertiary-level programs are also called intensive or individualized interventions and are the most comprehensive and complex. The interventions within this level are strength-based in that the complexity and intensity of the intervention plans directly reflect the complexity and intensity of the behaviors. Students within the tertiary level continue involvement in primary and secondary intervention programs and receive