Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework

Boneshefski, Michael J.; Runge, Timothy J.

doi:10.1177/1098300713484064

Cited by 64 publications

(22 citation statements)

References 38 publications

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“…The importance of culturally relevant disciplinary practice needs to be recognized. Specifically, the inclusion of culturally responsive instructional and disciplinary practices is likely to help prepare teachers to make connections with their students' existing mental schemes, learning styles, cultural perspectives, families, and communities (Boneshefski & Runge, 2014). An associated recommendation is for schools to identify where the district's current practices are in terms disproportionality and provide research-based interventions and tools for addressing students' behaviors which take cultural differences into account.…”

Section: Onward: Further Researchmentioning

confidence: 99%

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Bryant

Wilson²

2020

JERAP

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This article addresses long-standing data from federal government agencies documenting concerns regarding the use of school discipline and suspension indicating that Black students are referred for discipline and/or suspended at a higher rate than students of other ethnicities. Available data from a local school district reflected similar troubling patterns of discipline referral and suspension. The purpose of this study was to determine if variables such as students’ ethnicity, socioeconomic status, and gender predicted the likelihood of receiving discipline referrals or being suspended at an affiliated charter high school in a local school district. Guided by Bandura’s social learning theory and Skinner’s behaviorism, this correlational explanatory quantitative study examined archival school discipline data for 2,536 students enrolled (n = 1,570 students who received at least one discipline referral or suspension) during the 2013–2014 school year at a local high school. Binomial logistic regression results showed that Black students from low socioeconomic backgrounds were significantly more likely to be suspended compared to other ethnicities. Negative binomial regression analysis indicated students who were Black, male, and were from low socioeconomic backgrounds were at significantly greater risk of receiving a referral than other ethnicities. These results suggest that by investigating school discipline patterns, disproportionality can be identified and later addressed in a manner that respects the unique needs of all students. <br /><em></em>

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Section: Onward: Further Researchmentioning

confidence: 99%

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Bryant

Wilson²

2020

JERAP

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“…To explore data that are associated with disproportional receipt of incident reports, the key link in the data system is between not only which classrooms and children are in the system because a behavioral incident has been reported, but also to knowing how many classrooms and children are part of the program. Extending the recommendations of Boneshefski and Runge (2013), enrollment numbers that are also linked to demographic information, such as gender, race, English language learner status, and special education services status, creates important opportunities for programs to explore the presence of disproportionate practices within their program. Figure 2 displays an example of how this information is summarized in the KMS-BI to provide programs with knowledge they may be able to use and act on if a problem is identified.…”

Section: A Description and Demonstration Of A Cloud Computing System mentioning

confidence: 99%

Exploring Cloud Computing Tools to Enhance Team-Based Problem Solving for Challenging Behavior

Johnson

2017

Topics in Early Childhood Special Education

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Multi-tiered systems of support (MTSS) provide frameworks to guide the instructional decisions and problem solving of educators (i.e., Sugai & Horner, 2009). Within MTSS, the availability of ongoing child assessment and progress monitoring data is described as a critical feature (Buzhardt et al., 2010; Sugai & Horner, 2009). For some time, there was an assumption that if tools were created to gather information about children's proficiency with and progress in developing essential learning targets, educators would be equipped to effectively engage in two essential components of instruction, data-driven decision making and ongoing problem solving (Hoogland et al., 2016; Marsh & Farrell, 2015; Todd et al., 2011). Unfortunately, multiple researchers have demonstrated that despite the availability of tools for gathering data, those data do not always lead to decision making about instructional practices that are in service of improving child outcomes (Heritage, Kim, Vendlinski, & Herman, 2009; Olah, Lawrence, & Riggan, 2010). The purpose of this article is to explore one approach to trying to address the problems associated with data-driven decision making in early childhood through use of cloudbased tools for gathering and summarizing data. To begin that exploration, a brief description will be provided that grounds the work in critical efforts to address the social, emotional, and behavioral development of young children. The complexities of the work in early childhood will then be described as a means for considering why existing tools may not be sufficient when promoting data-based problem solving. Then, a model for team-based problem solving will be described as a necessary approach to building knowledge about the use of data that meaningfully supports instructional decisions. Finally, a cloud-based knowledge management system will be described, along with the experience of a group of early childhood programs using the system, to demonstrate the potential benefits that that type of system may offer when the goal is to promote actual use of data, not just the gathering of data. Actualizing the use of data for effective decision making is a multifaceted issue. In addition to the barriers that are often expected during the installation of new practices, such as time and expertise (Anderson,

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“…In addition, there are a variety of measures a state can use to identify disproportionality. The three most common are composition index, risk index, and risk ratio (Boneshefski & Runge, 2014; Donovan & Cross, 2002). The risk ratio is the most commonly used measure.…”

Section: Existing Remedies To Define Track Measure and Address Dismentioning

confidence: 99%

Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities

Voulgarides¹,

Fergus

Thorius

2017

Review of Research in Education

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In the review, we examine what is known about disproportionality with the intention of informing the direction of policy and practice remedies. We outline the definition, contours, and characteristics of disproportionality and examine some of the prevailing explanations as to why the issue persists. We then pivot the review to consider how policy, through the Individuals with Disabilities Education Act (IDEA), has sought to address disproportionality in special education and disciplining of students with disabilities. We question why a legally sound civil rights law like IDEA has been unable to abate disproportionality for nearly 40 years. We then turn our attention to review interventions embedded in IDEA that have been recommended to address disproportionality and question why they have not improved outcomes for “nondominant” students in special education. We conclude with some recommendations for disrupting disproportionality.

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Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework

Cited by 64 publications

References 38 publications

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Exploring Cloud Computing Tools to Enhance Team-Based Problem Solving for Challenging Behavior

Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities

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