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Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices

Instructional Practices with and without Empirical Validity

ISBN: 978-1-78635-126-5, eISBN: 978-1-78635-125-8

Publication date: 29 June 2016

Abstract

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

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Acknowledgements

Acknowledgments

Preparation of this chapter was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A120278 to University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this chapter.

Citation

Nese, R.N.T. and McIntosh, K. (2016), "Do School-Wide Positive Behavioral Interventions and Supports, Not Exclusionary Discipline Practices", Instructional Practices with and without Empirical Validity (Advances in Learning and Behavioral Disabilities, Vol. 29), Emerald Group Publishing Limited, Leeds, pp. 175-196. https://doi.org/10.1108/S0735-004X20160000029009

Publisher

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Emerald Group Publishing Limited