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3529 Woodruff Avenue
Louisville, KY 40215
Phone: 800-579-1085
Fax: (502) 368-5577

Products & Services
Leader in Classroom Behavior Management


Teaching today has never been more difficult. Teachers attend college and become certified to teach their prospect subject or grade level. However, most often teachers are not required to take course work in classroom behavior management. Once teachers enter the classroom, they very quickly realize that disruptive classroom behavior interferes with teaching and learning. Failing to understand and respond appropriately to classroom behavior problems takes away from instruction time, results in poor academic performance, and wastes valuable education dollars.

This current book, “Proactive Discipline for Reactive Students” approaches classroom management from the premise that effective discipline is not doing something to a student; but it encompasses everything that takes place in the classroom. This book deals with issues associated with differentiating between typical and atypical behavior, effectively communicating in the classroom, building and maintaining self-esteem, curriculum development, classroom structure, teacher/student relationships, and implementing specific interventions designed to teach both typical and atypical students the art of self-discipline!

Proactive Discipline for Reactive Students” is a positive (proactive) rather than a negative (reactive) approach to classroom behavior management. When students misbehave, teachers often respond with “consequences”. Consequences are only designed to deal with the immediate problem, not teach the students positive alternative ways of behaving. In this book, Dr. Johnson discusses how to move from consequences to interventions by developing a classroom for proactive discipline. When this occurs, there is a lasting impact that changes student behavior patterns for a life time.

This is a must read book for new as well as seasoned teachers.


Educational Performance Report (EPR):

The EPR form complies with legislation established by "No Child Left Behind" and provides for accountability. This is a pre-referral form to be used by the Student Study Team before requesting a student to be evaluated for special education. The form is designed to provide specific data regarding the student's current level of functioning and perceived needs. Not only is the EPR data driven, it is also designed to significantly reduce the time spent by the Student Study Team determining a student's needs.

Instructions for completing the EPR forms are included.
Packets consist of twenty five (25) forms.

Cost $19.95 per packet plus $2.85 shipping and handling

Functional Behavior Assessment (FBA):

No discipline will be effective unless there is an appropriate understanding of a child's behavior. A Functional Behavior Assessment must be completed before any type of intervention can be established. Dr. Johnson's Functional Behavior Assessment instrument allows one to identify the antecedents and consequences of the behavior and thereby, create more appropriate behavior interventions. The antecedents and consequences are the variables that are causing and reinforcing the child's disruptive behavior. This instrument consists of a two-page format, which identifies the frequency, intensity, and duration, of the behavior and further identifies the child's strengths and weaknesses. The Functional Behavior Assessment allows teachers or administrators to determine what the function of the behavior might be. Also, there is a section on this instrument that allows one to identify the setting where the behavior occurs and what interventions have been implemented and the success and failure of the intervention. This FBA is IDEA'97 compliant.

Instructions for completing the FBA are included.
Packets consist of ten (10) forms.

Cost: $19.95 per packet plus $2.85 shipping and handling.

Behavior Intervention Plan (BIP):

Most behavior problems are provoked and maintained by the antecedents and consequent events and are classified as social/interpersonal or physical/environmental. The completed information obtained in the FBA will be used to complete the BIP. By using Educational Resource Services FBA and BIP, teachers will be able to identify specifically what interventions will be implemented. The forms will also identify how the teacher, support staff, parent and student will participate in the intervention plan. These forms are IDEA'97 compliant.

The BIP consists of a two-page form. Directions for completing the BIP are included.
Packets consist of ten (10) forms.

Cost: $19.95 per packet plus $2.85 shipping and handling.

The Functional Behavior Assessment and Behavior Intervention Plan both comply with IDEA-97 and No Child Left Behind Federal Regulation. Also, please note that any child with a behavioral disorder/emotional impairment, or a special education student that is suspended from an education program for more than ten days must have a Behavior Intervention Plan in file. Lastly, having a FBA and BIP in a child's file may serve as an excellent legal support in the event of Court action.


Educational Resource Services, Inc. provides private training and consulting to schools and agencies that are involved directly with students of all ages. Training sessions are generally approved for Continuing Education Credits or for Clock Hours for those working on their professional development credentials. Seminar content can be organized in order to meet identified needs of staff.

On-Site Training Topics Include:

A). Managing Difficult Classroom Behavior
B). Working With Autism Spectrum Students
C). Developing FBAs and BIPs That Work
D). Managing Stress in the Classroom
E). Strategies for Managing Behavior Problems in the Classroom
F). Protecting and Nurturing Children: Identifying and Responding to Abuse
G). From Chaos to Control: Controlling Chaos in the Classrooms
H). Responding to the Disinterested and Despondent Student

Seminars have been approved for credit by the State of Michigan in conjunction with the Department of Education.

Key Note Address

Dr. Johnson is available for keynote addresses and breakout sessions. Dr. Johnson's depth of knowledge, humor, and personal style of presenting will not only inform, but also inspire your audience. The focus of Dr. Johnson's keynote presentations is to empower the school staff and ensure that each attendee leaves with a renewed commitment to their job of working with children. Also, Dr. Johnson explains that a school staff is much like a football team, while there are different teams, there is one overall team with one goal. In our schools our job is to keep students safe, provide an environment that is conducive to learning, and to TEACH (Time, Educate, Attention, Consequences, Help). You will be thrilled with Dr. Johnson as your keynote speaker!

Contact Us educationalresourceservices1@gmail.com

School-Wide Behavior Intervention Program

Educational Resource Services� team of psychologists have recently developed and implemented a School-Wide Intervention Program (SWIP) we are making available for schools and school districts. Unlike other School Wide discipline programs that are �canned�; Educational Resource Services� School-Wide Intervention Program is individualized in order to meet the unique needs of each school campus. This process is individualized by conducting systematic interviews with staff completing a �School Climate Survey��. This approach allows Educational Resource Services to tailor specific training sessions to meet the identified concerns.

Educational Resource Services has adapted the RTI model for academic intervention and applied these concepts to behavioral intervention. In essence, the SWIP approach involves a three tier model and correlates with IDEA concepts. An effective school-wide system of discipline or positive behavioral interventions and supports is only as good as the structures and processes that are in place to support their sustained use. Therefore, the approach is to implement the following steps:

  1. Establish a school-wide leadership or behavior support team to guide and direct the process. This team is made up of an administrator, grade level representatives, support staff, and parents.
  2. Secure administrator agreement of active support and participation.
  3. Secure a commitment and agreement from at least 80% of the staff for active support and participation.
  4. Conduct a self assessment of the current school-wide discipline system.
  5. Create an implementation action plan that is data based decision making.
  6. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBS efforts.

In the past, School-Wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important aspect of a student�s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of our School-Wide Intervention Plan (SWIP) is to establish a climate in which appropriate behavior becomes the norm, rather than the exception. For additional information or to receive a packet explaining the SWIP process in greater detail, please contact us via e-mail or call Educational Resource Services at 1-800-579-1085.

"Rigor, Relevance & Relationship"

Dropping out of school continues to be an issue of national concern because of its links with poor labor market prospects, higher rates of public assistance receipt, and higher rates of substance use and incarceration. Recent estimates indicate that the rate of students who are not attending and have not completed school has been remarkably constant in the last two decades, even as other indicators of risky teen behavior such as pregnancy have declined.

To address the needs of students who are at risk of not completing high school and students who dropped out and are re-entering high school, Educational Resource Services established the �Rigor, Relevance, & Relationship�� program to assist school districts recover these lost human resources. Educational Resource Services offers a comprehensive set of support services through partnerships with government and community-based organizations that will allow schools to more effectively address both the academic and social pressures shown to influence dropping out. The program�s four major objectives are:

  1. To expand schools� graduation plans by developing comprehensive models.
  2. To increase partnerships between high schools and other organizations to leverage dropout prevention and reentry resources.
  3. To develop a district-wide capacity for implementing specific interventions to abate the dropout rate; and
  4. To assist each school in evaluating the effectiveness of their school dropout prevention program and make specific recommendations for improving their dropout prevention policy.

�Rigor, Relevance, & Relationship�� is a dropout prevention strategy that relies on identifying specific variables that are unique to the school, establishing a school environment that is supportive of student success, close monitoring of school performance, mentoring, case management, positive behavior support, excellent professional development training and other supports. The program has two main components: Understanding and Responding. The �Understand� component is designed to continually evaluate and understand the needs of students and to be aware of the �red flags� that suggests a student may be at-risk for dropping out. As a result teachers and administrators assess student engagement through close monitoring of student performance and progress indicators. The �Respond� component involves program staff in providing individualized attention to students, in partnership with school personnel, family members, and community service providers. Students enrolled in the �Rigor, Relevance, & Relationship�� program are assigned a mentor who regularly reviews their performance (in particular, whether students are having attendance, behavior, or academic problems) and intervenes when problems are identified. The mentor also advocates for students, coordinates services, provides ongoing feedback and encouragement, and emphasizes the importance of staying in school.

The program name Rigor, Relevance, and Relationship embodies what this program stands for. This program holds the belief that all students are capable of achieving; that curriculums must be meaningful and lead students to life-long learning and working; and that all students are worthy and need to have meaningful encounters with positive adults.

The Rigor of this program component acknowledges high school and community standards and is designed to provide students with the tools needed to succeed. Under this approach students are provided with instructional focus. Components include: acknowledging diverse learning styles, instructional technologies, individualized learning, and endorses expectations.

The Relevance of this program ensures the academic experience is meaningful by incorporating service learning, alternative schooling, and after school and summer experiences to enhance learning. In addition, the Relevance component involves career education and workforce readiness experiences.

The Relationship component of this program is to view each student as an actualized authentic human worthy and capable. As a result, the concepts of personalization, identity, and autonomy are utilized to enhance the relationship between student and staff. In addition, this approach establishes a systematic renewal that involves all stakeholders while utilizing community collaboration to achieve support and contribution. Lastly, students are taught conflict resolution skills to ensure that they are able to live successful in a greater society.