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

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

WHAT DOES NOT WORK

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

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

MULTI-TIERED SYSTEMS OF SERVICE DELIVERY - POSITIVE, COMPREHENSIVE, COORDINATED

positive

comprehensive

coordinated

Disruptive

behaviors Adaptive

behaviors

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).

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

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

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

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

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

SUMMARY OF “EVIDENCE” RECOMMENDATIONS AROUND BEHAVIOR

Plan for teaching behavior

Reinforce frequently

and efficiently

Describe behavior

Collaborate

Use school-wide

approaches

HOW CAN WE HELP PUSH FORWARD POLICY TO INFORM EFFECTIVE PRACTICE?

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

QUESTIONS, COMMENTS, CONTACTS…

• Dr. Sandra M. Chafouleas

sandra.chafouleas@uconn.edu

mailto:sandra.chafouleas@uconn.edu