At any time in the chronological development of a child, we are prone to look back into the child’s history to explain their present behavior. Many teachers quickly abdicate responsibility once history is known, but they hold the responsibility to discipline. A long involved analysis of the child’s many antecedent events (reinforcement history) rather than to focus on the manipulation and control of the present environment is generally both unproductive and unnecessary. During the very first processes of interacting with the child, the teacher should be able to find out just where the student is both socially and academically and assess the extent of any specific problems (Madsen & Madsen, 1998, p. 18).
Madsen, C. K. & Madsen, C. H. (1998). Teaching/Discipline: A Positive Approach For Educational Development. (4th ed.) Raleigh, NC: Contemporary Publishing Company of Raleigh, Inc.