Interventions to Increase Pro-social Behaviors (Effective Discipline, Consequences, and Rewards)

Module Focus Explore influence of behavior/ school discipline on school dropout. Provide some strategies to begin to address, improve pro-social behaviors in school settings.

Behavioral engagement includes attendance, avoidance of suspension, classroom participation, and involvement in extracurricular activities.

What We Know Students behavior is critical to success in school. Students must exhibit positive behaviors and avoid negative behaviors. In addition to general lack of academic success, students’ gradual estrangement from high school is hastened by school misbehavior.

What We Know Students with challenging behaviors need pro- active comprehensive and consistent systems of support. Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.

What We Know Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. The school environment must support appropriate social behavior. Behavior is functionally related to the instructional environment.

What We Know Students learn appropriate behavior in the same manner they learn to read, through instruction, practice, feedback, and encouragement. Students with challenging behaviors need pro- active comprehensive and consistent systems of support.

Science of Behavior We cannot force anyone to change their behavior. We can only provide the opportunity for the behavior to occur. Acknowledgement/positive reinforcement are consequences that increase the likelihood the behavior will occur in the future.

Science of Behavior Youth are not born with bad behaviors Misbehavior = Learning Error To learn better ways of behaving, students must be taught To retain new behaviors, students must be given specific positive feedback and opportunities to practice them in a variety of settings (Stormont, Covington-Smith, & Lewis, 2005).

Misbehavior and Dropping out ( Rumberger, 2012) In 49 analysis examining the relationship of behavior and dropping out: 14/31 analysis at the high school level found that misbehavior was significantly associated with higher dropout rates and lower graduation rates, 14/17 middle school analysis found that misbehavior at the middle school level was significantly associated with higher dropout rates and lower graduation rates in high school. One analysis of elementary school found that misbehavior in elementary school increased odds of dropping out of high school.

The Truth About Problem Behavior Problem behaviors exist in every school. Problem behaviors are associated with a variety of variables. Educators often lack specialized skills to address severe problem behavior. School-wide discipline systems are typically unclear and inconsistently implemented to effectively impact problem behavior. Students with challenging behaviors in school need pro-active comprehensive and consistent systems of support.

Problem Behavior Children and youth experiencing severe social, emotional, and behavioral problems are at risk for a number of short-term and long-term negative outcomes: Poor academic achievement Retention in grade Referral to mental health agencies Contact with the juvenile justice system Substance abuse Suspension or expulsion from school School dropout

Problem Behavior at the Secondary Level Parental involvement decreases Variations exist in how problem behaviors and social responsibility are defined Behavior management is no longer teacher directed From a discipline perspective, students are considered responsible for their own behaviors and violations

Problem Behavior at the Secondary Level Violations of behavioral standards are handled through a continuum of increasingly aversive and/or exclusionary consequences (e.g., loss of credits, suspensions, alternative programs/ schools); Exclusion from class due to disciplinary action leads to lost instructional time and increased academic difficulties. The repeated use of exclusionary discipline practices, such as suspension, have been identified as one of the major factors that lead to dropout (Christle, Nelson, & Jolivette, 2004; McAndrews, 2001; Skiba, 2000).

(Sugai & Horner, 2002) Response to Persistent and Serious Problem Behavior at the Secondary Level (Sugai & Horner, 2002) “Get-tough” responses Zero tolerance Excluding students from the “privilege” of attending school through out-of-school suspensions and expulsions Offering alternative ways of completing high school (e.g., alternative schools) A reactive approach to behavior management, based on the assumption that the student decides not to improve his or her behavior

School Discipline Research findings in this area have concluded that: Many school practices contribute to the development of antisocial behavior and the potential for violence. Student disorder interrupts not only school safety, but decreases student achievement. These behaviors can be changed in a positive, proactive manner. (Mayer, 1995;Sugai & Horner, 1994; Walker et al., 1996).

School Discipline Research indicates that: School personnel have a long history of applying simple and unproven solutions to complex behavior problems (e.g., office discipline referrals, suspensions), rather than focusing on the administrative, teaching and management practices that either contribute to, or reduce them (Tobin, Sugai, & Martin, 2000).

Discipline at the Secondary Level Exposure to exclusionary discipline and “punishing” problem behaviors (without a proactive support system) has been shown, not to improve school outcomes, but to be associated with lower rates of student achievement and higher rates of school dropout. (Gregory, Skiba, & Neogura, 2010; Mayer, 1995; Mayer & Sulzar-Azaroff, 1991; Skiba & Peterson, 1999; Sprick, Borgmeier, Nolet, 2002).

More About Discipline- Disproportionate Minority Contact There appears to be differential selection of disciplinary actions among youth of minority backgrounds, especially young African American, Hispanic American, and Native American males (Gregory et.al., 2010). Objective vs subjective ODRs Despite relatively similar rates of disruptions, males of minority backgrounds experience more severe disciplinary consequences These high rates of disciplinary actions serves to impact academic achievement and social bonding of these students that further exacerbate school dropout

(Lewis, 2006) Effective Teachers Seldom (Lewis, 2006) Punish students Make unrealistic threats Yell at students Engage in verbal battles Make disapproving comments Ridicule students Compare a student’s behavior with other students’ behavior

Student Performance is Enhanced When Teachers Maintain a comfortable and welcoming classroom environment Build positive relationships with students Build supportive partnerships with parents Provide culturally diverse students with equal opportunities to participate Believe that ALL students can achieve and act upon their beliefs

Student Performance is Enhanced When Teachers Use research-based strategies Use instructional time efficiently Establish classroom routines Help students know what is expected of them Provide frequent reinforcement

Strategies Emphasize the use of preventative (be proactive), teaching (model and practice), and reinforcement-based (acknowledge and/or reward) strategies to achieve effective, efficient, and durable behavior and overall lifestyle outcomes. Teach replacement behaviors! Provide acknowledgement/reinforcement and positive feedback to increase the likelihood that pro-social behavior (i.e., new/appropriate behaviors) will occur in the future.

Strategies Analyze problems (i.e., problem behavior, problem areas, problem periods, problem times, problematic policies and procedures) that do not promote and reinforce pro-social behavior, so that interventions may be matched to areas of need. Implement interventions with fidelity and integrity, monitor and evaluate. Teach replacement behaviors! Provide acknowledgement/reinforcement and positive feedback to increase the likelihood that pro-social behavior (i.e., new/appropriate behaviors) will occur in the future.

Non-classroom Settings Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and Consequences Assess the Physical Characteristics Establish Setting Routines Identify Needed Support Structures Data collection strategies

Classroom Use of school-wide expectations/rules Effective Classroom Management Behavior management Instructional management Environmental management Support for teachers who deal with students who display high rates of problem behavior

Additional Information Contact: