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Seattle Social Development Project programs created and implemented a method in which teachers learn techniques that reward appropriate student behavior and minimize disruptive behavior.
For teachers, parents, and students in grades 1 through 6, the Seattle Social Development Project (SSDP) comprised a three-part intervention. In elementary schools that served kids from high-crime cities, a general prevention program was put to the test. The intervention gave instructors training in cooperative learning, proactive classroom management, and interactive teaching. Additionally, SSDP gave parents instruction in how to manage their children's behavior, promote their academic progress, and lower their risk of drug use. It gave kids instruction geared toward improving their interpersonal problem-solving and refusal abilities. At the level of the individual, peer, family, and school, these actions were made to lessen risks and boost protection. The social development model provided theoretical guidance for the set of interventions. Our theory was that educating teachers to manage and instruct
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