Decreasing In-School Suspensions with Function-Based Interventions

Autor/inn/en	Smith, Clinton; Bicard, Sara C.; Bicard, David F.; Casey, Laura Baylot
Titel	Decreasing In-School Suspensions with Function-Based Interventions
Quelle	In: Kappa Delta Pi Record, 48 (2012) 4, S.174-177 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-8958
DOI	10.1080/00228958.2012.734013
Schlagwörter	Suspension; Social Behavior; Intervention; Behavior Problems; Teaching Methods; Functional Behavioral Assessment; School Policy; Day Schools; Referral; Observation; Middle School Students; Behavior Change + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Social behaviour; Soziales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpolitik; Day school; Halbtagsschule; Beobachtung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Every day school administrators and classroom teachers deal with behavior issues that sometimes result in office discipline referrals (ODRs) and other times in-school suspension. Interestingly, the top 5 percent of elementary students with the most disciplinary referrals account for 59 percent of all ODRs; similarly, the top 5 percent of middle school students with the most disciplinary referrals account for 49 percent of all ODRs (Sprague et al. 1999). In short, about half of all elementary and middle school referrals are for repeat offenders. Even when the disciplinary action is escalated to an in-school suspension (ISS), that punitive approach generally has been unsuccessful in curbing maladaptive behaviors. One method that could both determine why a student misbehaves and reduce time spent in ISS is functional behavioral assessment (FBA) followed by a function-based intervention. An FBA employs a variety of techniques and strategies (e.g., indirect and direct observations conducted in the classroom) designed to reveal the function of the behavior by identifying the antecedent and consequences that surround it. The authors of this article investigated the effects of implementing function-based interventions derived from an FBA. The primary purpose of the study was to assess the effects of function-based classroom interventions on the number of ODRs and the duration of ISS placements. The study was conducted in a suburban middle school that uses an ISS program as a primary form of discipline for students who receive multiple office disciplinary referrals for infractions of school policy. Using function-based interventions decreased the number of ODRs and reduced the duration of ISS as the students' needs were being addressed in the classroom through preventive measures. The results of this study suggest the value of implementing a proactive process to identify students who are displaying problematic behavior in the classroom and create individualized intervention plans for developing positive social behavior. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10