Effective School Discipline
Policies and Practices
DR. SANDRA M. CHAFOULEAS
UNIVERSITY OF CONNECTICUT
CONGRESSIONAL BRIEFING PRESENTATION
APRIL 18, 2013
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 multitiered 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
REDUCING BEHAVIOR PROBLEMS IN ELEMENTARY
CLASSROOMS
MULTI-TIERED SYSTEMS OF SERVICE DELIVERY POSITIVE, COMPREHENSIVE, COORDINATED
Disruptive
behaviors
Adaptive
behaviors
positive
comprehensive
coordinated
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
Direct Behavior Rating (DBR):
Core Behavioral Competencies
Academically
Engaged
Respectful
NonDisruptive
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 selfrecording 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
Use schoolwide
approaches
Describe
behavior
Collaborate
Reinforce
frequently
and
efficiently
Plan for
teaching
behavior
HOW CAN WE HELP PUSH FORWARD
POLICY TO INFORM EFFECTIVE PRACTICE?
SCHOOLS ARE THE DE FACTO SETTING FOR CONNECTION TO
AND PROVISION OF BEHAVIORAL HEALTH SERVICES
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.
QUESTIONS, COMMENTS, CONTACTS…
• Dr. Sandra M. Chafouleas
sandra.chafouleas@uconn.edu