Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice

Autor/inn/en	Furjanic, David; Mannan, Irin; Hamilton, Jillian C.; Nese, Joseph F. T.; Austin, Sean; Izzard, Sara; Nese, Rhonda N. T.
Titel	Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice
Quelle	In: Journal of Applied School Psychology, 38 (2022) 4, S.352-379 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Furjanic, David) ORCID (Nese, Rhonda N. T.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1968092
Schlagwörter	Intervention; Discipline Policy; Skill Development; Outcomes of Education; Middle School Students; Student Attitudes; Teacher Attitudes; Behavior Change; Suspension; Problem Solving; Prevention; Rating Scales; Administrator Attitudes; School Personnel; Fidelity; Program Implementation; Behavior Problems; Stakeholders; Longitudinal Studies; Positive Behavior Supports; School Psychologists; Barriers; Inclusion + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Lehrerverhalten; Ausschluss; Schulausschluss; Problemlösen; Prävention; Vorbeugung; Rating-Skala; Schulpersonal; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Inklusion
Abstract	Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the "Inclusive Skill-building Learning Approach" (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Inclusive Skill-building Learning Approach Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed. [For the grantee submission, see ED619330.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01