![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This article offers an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors.The program consists of five main elements— a school-wide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan—that were developed through a consensus-building participatory process. Seven elementary schools in one district were studied for 2 years. Comparisons with the district's remaining 28 elementary schools indicated strong positive effects on the number of formal disciplinary actions and academic performance of schools. In addition, comparisons between target students (those who exhibited disruptive behaviors) and criterion students (those who did not exhibit disruptive behaviors) indicated positive effects on the social adjustment and academic performance of the target students.
|
Campbell, D.T. , & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin . Google Scholar | |
|
Clark, L. (1996). SOS! Help for parents [Videotape]. Bowling Green, KY: Parents Press. Google Scholar | |
|
Colvin, G. , Kameenui, E. , & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16(4), 361—381. Google Scholar | |
|
CTB/McGraw Hill. (1992). Comprehensive test of basic skills (5th ed.). Monterey, CA: CTB/ Macmillan/McGraw Hill. Google Scholar | |
|
Elliott, D. S. , Hamburg, B. A. , & Williams, K. R. (Eds.). (1998). Violence in American schools: A new perspective. Cambridge, England: Cambridge University Press. Google Scholar | Crossref | |
|
Epstein, M.H. , & Sharma, J. (1998). Behavioral and Emotional Rating Scale: A strength-based approach to assessment. Austin, TX: PRO-ED. Google Scholar | |
|
Hawkins, J.D. , Farrington, D.P. , & Catalano, R.F. (1998). Reducing violence through the schools. In D. S. Elliott , B. A. Hamburg , & K. R. Williams (Eds.), Violence in American schools: A new perspective (pp. 188—216). Cambridge, England: Cambridge University Press. Google Scholar | Crossref | |
|
Kazdin, A. (1987). Conduct disorders in childhood and adolescence . Beverly Hills, CA: Sage. Google Scholar | |
|
Kenny, D. (1999, July). Policing the schools. Paper presented at the OJJDP-OSERS School Safety Strategic Planning Meeting , Washington, DC. Google Scholar | |
|
Maguin, E. , & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed.), Crime and justice: A review of research (Vol. 20, pp. 145—164). Chicago: University of Chicago Press. Google Scholar | |
|
Martella, R.C. , Nelson, J.R. , & Marchand-Martella, N.E. (1999). Research methods: Learning to become a critical research consumer. Boston: Allyn & Bacon. Google Scholar | |
|
Morrison, G.M. , Furlong, M.J. , & Morrison, R.L. (1994). From school violence to school safety: Reframing the issue for school psychologists. School Psychology Review, 23, 236—256. Google Scholar | Crossref | ISI | |
|
Nelson, J.R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147—161. Google Scholar | SAGE Journals | ISI | |
|
Nelson, J.R. , & Carr, B.A. (1999). The Think Time strategy for schools. Denver: Sopris West. Google Scholar | |
|
Nelson, J.R. , Martella, R. , & Galand, B. (1998). The effects of teaching school expectations and establishing consistent consequences on formal office disciplinary actions . Journal of Emotional and Behavioral Disorders, 6, 153—161. Google Scholar | SAGE Journals | ISI | |
|
Nelson, J.R. , Roberts, M. , & Smith, D.J. (1999). Conducting functional behavioral assessments in school settings: A practical guide. Denver: Sopris West. Google Scholar | |
|
Office of the Superintendent of Instruction. ( 1996). Washington assessment of student learning. Olympia: Washington State Department of Education. Google Scholar | |
|
Patterson, G.R. (1982). Coercive family process. Eugene, OR: Castalia. Google Scholar | |
|
Porro, B. (1996). Talk it out: Conflict resolution for the elementary classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Reid, J. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5(1/2), 243—262. Google Scholar | Crossref | ISI | |
|
Sherman, L.W. , Gottfredson, D.C. , MacKenzie, D.L. , Eck, J. , Reuter, P. , & Bushway, S.D. (1998). Preventing crime: What works, what doesn't, what's promising. Washington, DC: National Institute of Justice. Google Scholar | |
|
Spokane Public School District. (1997). Student safety survey. Spokane, WA: Author. Google Scholar | |
|
Sugai, G. , & Horner, R.H. (1999). Discipline and behavioral support: Preferred processes and practices. Effective School Practices, 17(4), 10—22. Google Scholar | |
|
Vadasy, P.F. , Jenkins, J.R. , Antil, L.R. , Wayne, S.K. , & O'Connor, R.E. (1997). The effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers. Learning Disability Quarterly, 2, 202—216. Google Scholar | |
|
Verdugo, R. , & Schneider, J. (1999). Quality schools, safe schools: A theoretical and empirical discussion. Education and Urban Society, 31, 286—308. Google Scholar | SAGE Journals | ISI | |
|
Woodcock, R.W. , & Johnson, M.B. (1989). Woodcock-Johnson—Revised tests of achievement . Chicago: Riverside. Google Scholar |
