effective school discipline policies and practices and...congressi onal bri efing presentati on apri...
TRANSCRIPT
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C O N G R E S S I O N A L B R I E F I N G P R E S E N T A T I O N
A P R I L 1 8 , 2 0 1 3
DR. SANDRA M. CHAFOULEAS UNIVERSITY OF CONNECTICUT
Effective School Discipline Policies and Practices
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PURPOSE
• To briefly review research on what we
know does not and what does work in
regard to effective school discipline
• Focus on framework associated with multi-
tiered service delivery that is positive,
comprehensive, and coordinated
• Link to brief examples in effective
practices
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WHAT DOES NOT WORK
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UNINTENDED CONSEQUENCES OF OVERLY HARSH AND PUNITIVE APPROACHES
• expanded application of mandatory suspension
and expulsion to a wide range of behavioral
infractions (e.g., minor classroom disruption) (e.g.,
Eliason, Horner, & May, 2013; Skiba, 2002);
• disproportionate application of punitive discipline
practices (e.g., Losen & Skiba, 2010);
• resulting burdening of the juvenile justice system
(e.g. Skiba, 2012)
• negative consequences of zero tolerance on
individual students and overall school climate; Zero
tolerance
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WHAT DOES WORK
R E D U C I N G B E H A VI O R P R O B L E M S I N E L E M E N TA RY C L A S S R O OM S
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MULTI-TIERED SYSTEMS OF SERVICE DELIVERY - POSITIVE, COMPREHENSIVE, COORDINATED
positive
comprehensive
coordinated
Disruptive
behaviors Adaptive
behaviors
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US DEPARTMENT OF EDUCATION RESOURCES FROM THE INSTITUTE OF EDUCATION SCIENCES
IES Practice Guides
Reducing behavior
problems in the
elementary school
classroom: A practice
guide (NCEE #2008-012).
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SUMMARY AND STRENGTH OF EVIDENCE
FOR ELEMENTARY BEHAVIOR PROBLEMS
Recommendation Level of Evidence
1. Identify the specifics of the problem behavior
and the conditions that prompt and reinforce it.
moderate
2. Modify the classroom learning environment to
decrease problem behavior.
strong
3. Teach and reinforce new skills to increase
appropriate behavior and preserve a positive
classroom climate.
strong
4. Draw on relationships with professional
colleagues and students’ families for continued
guidance and support.
moderate
5. Assess whether school-wide behavior problems
warrant adopting school-wide strategies or
programs and, if so, implement ones shown to
reduce negative and foster positive interactions.
moderate
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RECOMMENDATION 1: IDENTIFY THE SPECIFICS OF THE PROBLEM BEHAVIOR AND
THE CONDITIONS THAT PROMPT AND REINFORCE IT
What it means
• Create a “common” language of terms used to describe behavioral expectations.
• When discussing behavior, frame around that “common” language.
• During behavior observations, attend (and jot notes) regarding specific contextual elements.
• Come to “the table” with specificity about the behavior in need of intervention.
GOOD INERVENTION BEGINS WITH KNOWING WHAT, WHEN, WHO & WHY
Academically Engaged
Non-Disruptive
Respectful
Direct Behavior Rating (DBR):
Core Behavioral Competencies
www.directbehaviorrating.org
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RECOMMENDATIONS 2 & 3: REQUIRE USE OF DATA TO LINK TO APPROPRIATE
INTERVENTION SUPPORTS
Positive Framework Means:
• Modify the classroom learning environment to decrease problem behavior.
• Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate.
Comprehensive and
Coordinated Means:
• Reviewing
literature to find
effective
strategies
• Deciding which
strategy is best
matched to the
presented need
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POSSIBLE “EVIDENCE-BASED” OPTIONS
Self-Management
• Self-observation and self-recording of behavior in
close proximity to period,
and may be tied to
reinforcement
Group Contingency
• Behavior management system in which
reinforcement is delivered
to a group of students
based on the performance
of one or more students in that group
Dependent
Interdependent
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RECOMMENDATIONS 4 & 5: DRAW ON RELATIONSHIPS AND MAKE SURE TO
COMMUNICATE AND COORDINATE INFORMATION
What it means
• Draw on relationships with professional colleagues and students’ families for continued guidance and support.
• Assess whether schoolwide behavior problems warrant adopting schoolwide strategies or programs
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SUMMARY OF “EVIDENCE” RECOMMENDATIONS AROUND BEHAVIOR
Plan for teaching behavior
Reinforce frequently
and efficiently
Describe behavior
Collaborate
Use school-wide
approaches
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HOW CAN WE HELP PUSH FORWARD POLICY TO INFORM EFFECTIVE PRACTICE?
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Source: Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools [Brief]. Bethesda, MD: National Association of School Psychologists.
SCHOOLS ARE THE DE FACTO SETTING FOR CONNECTION TO AND PROVISION OF BEHAVIORAL HEALTH SERVICES
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QUESTIONS, COMMENTS, CONTACTS…
• Dr. Sandra M. Chafouleas
mailto:[email protected]