Exemplars for initiating positive behavior support programs in schools for students with behavioral difficulties are discussed. Such programs may not be sufficient to change the attitudes of teachers who have had negative experiences with these students, compromising both their ability to remain objective and their willingness to "help" these students. The limitations for achieving acceptance of system-wide positive behavior support programs among teachers who are resistant to such changes is also discussed. A suggested remedy is to use a process involving attributional training in combination with skills development.
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