Predicting violence from school misbehavior: Promises and perils

Abstract

This article considers the issue of predicting violence committed by students on school campuses through the use of school discipline indices such as office referrals, suspensions, and expulsions. The existing research on incidents of school discipline markers is reviewed as well as sources of variation due to student characteristics and classroom or school-wide practices. Challenges in making accurate predictions about future behavior at school are outlined.

Pre-Service Teacher Knowledge of Behavior Function: Implications within the Classroom

“…This coincides with previous literature that point out the inconsistency of tolerance for behavior across teachers (Morrison & Skiba, 2001). However, participant gender was not a predictor of accurate detection of behavior function, nor was gender related to confidence in function accuracy.…”

“…Schools then use this primary prevention data to develop school-wide interventions to improve behavior. In order for schools to collect accurate and functional ODR data for problem solving, teachers need to have a sufficient understanding of behavior function (Morrison & Skiba, 2001;Nelson, Benner, Reid, Epstein, & Currin, 2002;Wright & Dusek, 1998). At the secondary level of a functional model of prevention, schools provide targeted supports for at-risk students (i.e., those with two to five ODRs) that match the function of their behavior as determined by the collection of simple FBA data (e.g., interviews).…”

An Analysis of U.S. Student Drug and Alcohol Policies through the Lens of a Professional Ethic for School Leadership

“…Although existing literature condemns exclusionary practices (Imich, 1994;Maag, 2001;Morrison & Skiba, 2001), schools choose this route more than any other form of discipline (Raffaele-Mendez et al, 2002;Skiba, Peterson, & Williams, 1997). Although in-school suspension is an alternative that is used in schools to avoid removing students from school supports, the practice was not articulated as a disciplinary school-response option in the drug and alcohol policies reviewed in this study.…”

“…As these students begin to struggle academically, they are more likely to break school rules and challenge authority (Costenbader & Markson, 1998). Given that exclusion is the primary means of school discipline (Morrison & Skiba, 2001), these students will eventually find themselves on the outside of the school community and removed from school supports (Epp & Epp, 2001;Walker, 1998aWalker, , 1998b. Lacking parental supervision during the day and already demonstrating a willingness to break rules, they are at risk of delinquency (Committee on School Health, 2000).…”

“…For those students who are disciplined at home when excluded and who see the school as essential to their future, exclusion can be effective (Morrison & Skiba, 2001). However, the Civil Rights Project (2000) concluded that not only does removing the student sever their connection with the supports provided by the school environment, it also hinders the ability of essential personnel to reach the student.…”