[ { "source": "sularski", "label": "Sularski 2010", "len": 225, "page": 102, "printedPage": 85, "segment": "body", "counted": true, "srcPage": 37, "longPre": "grade boy from being classified as a student with a disability (Freeman,", "longRun": "2006). In this case, the boy was exhibiting a variety of problem behaviors and academic struggles. The support team developed a behavior support plan that closely involved family input and targeted teaching and reinforcing social and academic skills. A Child Study Team (CST) evaluation that was initiated as part of the support process determined that the child had a learning disability. He was not classified, however, because the teacher and the CST recognized that he was making adequate progress with the new supports already in place as a result of SWPBS. Not only has SWPBS been shown to be effective in addressing the behavioral needs of students, it has also been credited with improving skills among teachers and support personnel. For example, in an urban school district in Southern California, behavior support plans were demonstrated to be more technically sound in schools where SWPBS was being implemented in comparison to schools that were not implementing SWPBS (Medley, Little, & Akin-Little, 2007). In still another example, a behavioral intervention plan for recess, which was embedded in SWPBS, not only resulted in reduced problem behaviors among children, but also increased the level of teacher supervision (Franzen & Kamps, 2008). SWPBS has also been shown to have favorable outcomes in alternate settings, having been credited with increasing positive behaviors in a correctional facility for male juvenile offenders (Feinstein, 2003).", "longPost": "SWPBS was focused on addressing severe disabilities and behaviors, and was based", "srcPre": "from being classified as a student with a disability (Freeman, et al.,", "srcRun": "2006). In this case, the boy was exhibiting a variety of problem behaviors and academic struggles. The support team developed a behavior support plan that closely involved family input and targeted teaching and reinforcing social and academic skills. A Child Study Team (CST) evaluation that was initiated as part of the support process determined that the child had a learning disability. He was not classified, however, because the teacher and the CST recognized that he was making adequate progress with the new supports already in place as a result of SWPBS. Not only has SWPBS been shown to be effective in addressing the behavioral needs of students, it has also been credited with improving skills among teachers and support personnel. For example, in an urban school district in Southern California, behavior support plans were demonstrated to be more technically sound in schools where SWPBS was being implemented in comparison to schools that were not implementing SWPBS (Medley, Little, & Akin-Little, 2007). In still another example, a behavioral intervention plan for recess, which was embedded in SWPBS, not only resulted in reduced problem behaviors among children, but also increased the level of teacher supervision (Franzen & Kamps, 2008). SWPBS has also been shown to have favorable outcomes in alternate settings, having been credited with increasing positive behaviors in a correctional facility for male juvenile offenders (Feinstein, 2003).", "srcPost": "24 Behavior Problems of Preschool Children Aggression and other behavioral problems are", "id": "passage-01" }, { "source": "oneill", "label": "O'Neill 2007", "len": 167, "page": 75, "printedPage": 58, "segment": "body", "counted": true, "srcPage": 48, "longPre": "to separate a student from the district if the offense/s falls", "longRun": "within the guidelines of the Education Code for expulsion (Florida Department of Education, 2006). Governing boards, in many cases, are not well versed in the best educational options that will help to rehabilitate a child and return the child to mainstream educational programs as quickly as possible (Skiba & Noam, 2002). The critical issues arise when a child is expelled from school for a zero tolerance offense, and the parents are given options that are not consistent with what they believe is in the best interest of their child (Carpenter, 2004). For the purposes of the study, a zero tolerance policy was defined as a school district policy that mandates predetermined consequence/s or punishment for specific offenses (Christensen, 2003). Although expulsion is widely used, empirical studies of expulsion are relatively rare (Costenbader & Markson, 1997). Skiba (2000) also notes that very few empirical studies exist on the effectiveness of expulsion. In light of heightened public concern over school violence, school district administrators have increased their reliance on exclusionary", "longPost": "measures as a means of deterring and punishing students who are violent", "srcPre": "to separate a student from the district if the offense/s fall", "srcRun": "within the guidelines of the Education Code for expulsion (Florida Department of Education, 2006). Governing boards, in many cases, are not well versed in the best educational options that will help to rehabilitate a child and return the child to mainstream educational programs as quickly as possible (Skiba & Noam, 2002). The critical issues arise when a child is expelled from school for a zero tolerance offense, and the parents are given options that are not consistent with what they believe is in the best interest of their child (Carpenter, 2004). For the purposes of the study, a zero tolerance policy was defined as a school district policy that mandates predetermined consequence/s or punishment for specific offenses (Christensen, 2003). Although expulsion is widely used, empirical studies of expulsion are relatively rare (Costenbader & Markson, 1997). Skiba (2000) also notes that very few empirical studies exist on the effectiveness of expulsion. In light of heightened public concern over school violence, school district administrators have increased their reliance on exclusionary", "srcPost": "40 measures as a means of deterring and punishing students who are", "id": "passage-02" }, { "source": "ripple", "label": "Ripple Effects 2009", "len": 162, "page": 105, "printedPage": 88, "segment": "body", "counted": true, "srcPage": 16, "longPre": "intervention programs with little time or resources to prepare for doing so.", "longRun": "Ripple Effects WSIS draws information from many credible sources. Information on prevalence and trends in substance abuse, social behavior, illness and injury comes mostly from the National Institutes of Health (NIH), Substance Abuse and Mental Health Services Administration (SAMHSA), National Institute on Drug Abuse (NIDA) and Centers for Disease Control (CDC). Personal and public safety information comes from various arms of the Justice Department, especially the Federal Bureau of Investigation (FBI) and the Office of Juvenile Justice and Delinquency Prevention (OJJDP). Educational statistics and research findings come from the U.S. Department of Education (ED), Office of Safe and Drug-Free Schools (OSDFS), Office of Special Education Programs (OSEP), Office of Institute of Education Sciences (IES), Education Resources Information Center (ERIC), What Works Clearinghouse (WWC), National Center for Education Research (NCER), as well as two major pieces of education legislation: No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA). A substantial amount of information about the specialized field of", "longPost": "socialemotional learning has come from publications of the nonprofit Collaborative for Academic,", "srcPre": "system for organizing it. THEORY FROM FIVE DIRECTIONS Sources of factual data", "srcRun": "Ripple Effects WSIS draws information from many credible sources. Information on prevalence and trends in substance abuse, social behavior, illness and injury comes mostly from the National Institutes of Health (NIH), Substance Abuse and Mental Health Services Administration (SAMHSA), National Institute on Drug Abuse (NIDA) and Centers for Disease Control (CDC). Personal and public safety information comes from various arms of the Justice Department, especially the Federal Bureau of Investigation (FBI) and the Office of Juvenile Justice and Delinquency Prevention (OJJDP). Educational statistics and research findings come from the U.S. Department of Education (ED), Office of Safe and Drug-Free Schools (OSDFS), Office of Special Education Programs (OSEP), Office of Institute of Education Sciences (IES), Education Resources Information Center (ERIC), What Works Clearinghouse (WWC), National Center for Education Research (NCER), as well as two major pieces of education legislation: No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA). A substantial amount of information about the specialized field of", "srcPost": "social-emotional learning has come from publications of the non profit Collaborative", "id": "passage-03" }, { "source": "ripple", "label": "Ripple Effects 2009", "len": 155, "page": 105, "printedPage": 88, "segment": "body", "counted": true, "srcPage": 15, "longPre": "disciplines are woven into Ripple Effects software is documented in the monograph:", "longRun": "For more than a decade, the conceptual framework of Ripple Effect Whole Spectrum Intervention System (WSIS) has been largely hidden beneath the intuitive interface of Ripple Effects software, and/or woven directly into the multi-media content. This makes the program simple, engaging and accessible to users. It undoubtedly at least partly accounts for the system being recognized with 29 national and international awards across four industries. But it makes it more difficult for reviewers to evaluate the conceptual and evidence base that it rests on. Parts of that theoretical base are explicitly included in trainer and implementer manuals, including the rationales for use of specific scope and sequences of the program to achieve specific goals, and/or specific planning processes to ensure implementation success. Those simplified translations of various conceptual underpinnings serve the needs of line workers, who are asked to implement intervention programs with little time or resources to prepare for doing so.", "longPost": "Ripple Effects WSIS draws information from many credible sources. Information on prevalence", "srcPre": "Chapter 1: Introduction and Overview The Conceptual Underpinnings of Ripple Effects WSIS", "srcRun": "For more than a decade, the conceptual framework of Ripple Effect Whole Spectrum Intervention System (WSIS) has been largely hidden beneath the intuitive interface of Ripple Effects software, and/or woven directly into the multi-media content. This makes the program simple, engaging and accessible to users. It undoubtedly at least partly accounts for the system being recognized with 29 national and international awards across four industries. But it makes it more difficult for reviewers to evaluate the conceptual and evidence base that it rests on. Parts of that theoretical base are explicitly included in trainer and implementer manuals, including the rationales for use of specific scope and sequences of the program to achieve specific goals, and/or specific planning processes to ensure implementation success. Those simplified translations of various conceptual underpinnings serve the needs of line workers, who are asked to implement intervention programs with little time or resources to prepare for doing so.", "srcPost": "Readers are directed to those manuals (listed in Appendix A) for summaries", "id": "passage-04" }, { "source": "oneill", "label": "O'Neill 2007", "len": 146, "page": 123, "printedPage": 106, "segment": "body", "counted": true, "srcPage": 74, "longPre": "explicit form of personal interaction in which knowledge evolves through dialogue. The", "longRun": "procedures for text analysis involve three types of coding procedures: open coding, axial coding, and selective coding (Creswell, 2002). Open coding consists of taking the data and segmenting them into categories of information (Strauss & Corbin, 1998). The next step in the process is to reassemble the data in new ways using the axial coding process. Creswell (2002) describes axial coding as an arrangement using a coding paradigm or logic diagram in which the researcher identifies a central phenomenon, explores causal conditions, specifies strategies, identifies the context and intervening conditions and delineates the consequences. The third set of coding procedures in the process is called selective coding. During the selective coding process, the researcher composes themes from the interrelationship of the categories in the axial coding model. At a fundamental level, these themes offer an abstract explanation for the process being studied in the research (Creswell, 2002).", "longPost": "Field notes were taken during the interview and key artifacts were obtained.", "srcPre": "Parents: female = 7 Female =2 All parents were single Data Analysis The", "srcRun": "procedures for text analysis involve three types of coding procedures: open coding, axial coding, and selective coding (Creswell, 2002). Open coding consists of taking the data and segmenting them into categories of information (Strauss & Corbin, 1998). The next step in the process is to reassemble the data in new ways using the axial coding process. Creswell (2002) describes axial coding as an arrangement using a coding paradigm or logic diagram in which the researcher identifies a central phenomenon, explores causal conditions, specifies strategies, identifies the context and intervening conditions and delineates the consequences. The third set of coding procedures in the process is called selective coding. During the selective coding process, the researcher composes themes from the interrelationship of the categories in the axial coding model. At a fundamental level, these themes offer an abstract explanation for the process being studied in the research (Creswell, 2002).", "srcPost": "66 After entering the data from the interviews into Atlas Ti 5.0,", "id": "passage-05" }, { "source": "sularski", "label": "Sularski 2010", "len": 141, "page": 94, "printedPage": 77, "segment": "body", "counted": true, "srcPage": 28, "longPre": "that included behavior management segments in order to provide for positive reinforcement.", "longRun": "History of Approaches for Addressing Problem Behaviors in Schools reviews the history of school discipline practices and provides a timeline for the development of the PBS approach. This section is relevant to the dissertation because it offers the reader additional insight into the context in which the development of PBS occurred, as well as an explanation as to why innovative frameworks for addressing problem behaviors in schools were needed. The second section, Positive Behavior Supports, describes the aims of PBS and the specifics of how PBS emerged. A widely accepted framework for delivering PBS in schools is also presented. This section is relevant to the dissertation because it is important to understand the foundation upon which behavior support initiatives are based. The reader must have a general understanding of the levels of intervention that are a part of the PBS framework.", "longPost": "History of Approaches for Addressing Problem Behaviors in Schools Teachers have been", "srcPre": "Programs; and Evaluating Positive Behavior Supports in Preschool Programs. The first section,", "srcRun": "History of Approaches for Addressing Problem Behaviors in Schools, reviews the history of school discipline practices and provides a timeline for the development of the PBS approach. This section is relevant to the dissertation because it offers the reader additional insight into the context in which the development of PBS occurred, as well as an explanation as to why innovative frameworks for addressing problem behaviors in schools were needed. The second section, Positive Behavior Supports, describes the aims of PBS and the specifics of how PBS emerged. A widely accepted framework for delivering PBS in schools is also presented. This section is relevant to the dissertation because it is important to understand the foundation upon which behavior support initiatives are based. The reader must have a general understanding of the levels of intervention that are a part of the PBS framework.", "srcPost": "The Application of Positive Behavior Supports is the third section of this", "id": "passage-06" }, { "source": "oneill", "label": "O'Neill 2007", "len": 138, "page": 121, "printedPage": 104, "segment": "body", "counted": true, "srcPage": 62, "longPre": "phenomena\u201d, Glaser and Strauss (1967). The method of the study was a", "longRun": "from a belief system that lived experience can be understood from the viewpoints of those who live it--that people's realities are not physical objects that lend themselves to objective observations, but constructions of the mind based on lived experiences that can be understood within the contexts of people's lives (Denzin & Lincoln, 1994; Seidman, 1998). Also, this view values and upholds the importance of interactions between participants and researchers in reconstructing lived experiences (Denzin & Lincoln, 1994). Context analysis also advocates and supports a naturalistic approach to understanding complex human experiences (Creswell, 2002).The naturalistic approach in qualitative research focuses on finding meaning in the environment where the phenomenon of interest occurs. It also requires the use of analysis methodology and study instruments that are sensitive to the underlying phenomenon of interest (Denzin & Lincoln, 1994; Merriam, 1998).", "longPost": "The researcher followed and completed the required university procedures for conducting this", "srcPre": "(Strauss & Corbin, 1998, p. 15). The method of the study was conceptualized", "srcRun": "from a belief system that lived experience can be understood from the viewpoints of those who live it--that people' s realities are not physical objects that lend themselves to objective observations, but constructions of the mind based on lived experiences that can be understood within the contexts of people' s lives (Denzin & Lincoln, 1994; Seidman, 1998). Also, this view values and upholds the importance of interactions between participants and researchers in reconstructing lived experiences (Denzin & Lincoln, 1994). Context analysis also advocates and supports a naturalistic approach to understanding complex human experiences (Creswell, 2002).The naturalistic approach in qualitative research focuses on finding meaning in the environment where the phenomenon of interest occurs. It also requires the use of analysis methodology and study instruments that are sensitive to the underlying phenomenon of interest (Denzin & Lincoln, 1994; Merriam, 1998).", "srcPost": "54 Pilot Study A pilot study was conducted to see if procedures", "id": "passage-07" }, { "source": "oneill", "label": "O'Neill 2007", "len": 127, "page": 122, "printedPage": 105, "segment": "body", "counted": true, "srcPage": 67, "longPre": "in-depth interviews that were transcribed on a notepad by the principal investigator.", "longRun": "Marshall and Rossman (1995) clarified this method and its scope of uses as a data collection method relied on quite extensively by qualitative researchers. Marshall and Rossman (1995) further clarified by describing it as a conversation with a purpose and state that in-depth interviewing may be the overall strategy or one of several methods employed in a study. This method required the researcher to use open-ended questions to explore a phenomenon of interest, and build on participants' responses to explore the phenomenon. The ultimate goal of in-depth interviewing was to have participants reconstruct their experiences within the topic under investigation (Seidman, 1998).The appropriateness of in-depth phenomenological interviewing for investigating the research questions that guided the study prompted its use as a methodology.", "longPost": "Researchers using text analysis approach may rely heavily on interviews as a", "srcPre": "perceptions of key stakeholders involved in the expulsion process was indepth interviews.", "srcRun": "Marshall and Rossman (1995) clarified this method and its scope of uses as a data collection method relied on quite extensively by qualitative researchers. Marshall and Rossman (1995) further clarified by describing it as a conversation with a purpose and state that in-depth interviewing may be the overall strategy or one of several methods employed in a study. This method required the researcher to use open-ended questions to explore a phenomenon of interest, and build on participants'responses to explore the phenomenon. The ultimate goal of in-depth interviewing was to have participants reconstruct their experiences within the topic under investigation (Seidman, 1998).The appropriateness of in-depth phenomenological interviewing for investigating the research questions that guided the study prompted its use as a methodology.", "srcPost": "59 Researchers using text analysis approach may rely heavily on interviews as", "id": "passage-08" }, { "source": "oneill", "label": "O'Neill 2007", "len": 124, "page": 61, "printedPage": 44, "segment": "body", "counted": true, "srcPage": 41, "longPre": "(1995) found that male students were disproportionately expelled. The National Center for", "longRun": "Educational Statistics (2003) shows 74,852 males were expelled from school throughout the United States while only 22,325 female students were expelled. The study further illustrates these findings by stating that roughly 9% of all males commit expellable infractions compared to 3% of all females (National Center for Educational Statistics, 2003). Consistently, males appear to be expelled more often than females. Many studies that report males as being disproportionately expelled also report an increase in expulsions for male students with disabilities. The aforementioned studies use quantitative methods to describe the type of students who have been expelled but fail to address the perceptions held by those who have been expelled. The studies do not ask the key stakeholders to describe their experience with", "longPost": "the in-school suspension process, they simply state who has been placed", "srcPre": "found that male students were disproportionately expelled. The National Center for 32", "srcRun": "Educational Statistics (2003) shows 74,852 males were expelled from school throughout the United States while only 22,325 female students were expelled. The study further illustrates these findings by stating that roughly 9% of all males commit expellable infractions compared to 3% of all females (National Center for Educational Statistics, 2003). Consistently, males appear to be expelled more often than females. Many studies that report males as being disproportionately expelled also report an increase in expulsions for male students with disabilities. The aforementioned studies use quantitative methods to describe the type of students who have been expelled but fail to address the perceptions held by those who have been expelled. The studies do not ask the key stakeholders to describe their experience with", "srcPost": "expulsion, they simply state who has been expelled. The current study consisted", "id": "passage-09" }, { "source": "sularski", "label": "Sularski 2010", "len": 119, "page": 100, "printedPage": 83, "segment": "body", "counted": true, "srcPage": 35, "longPre": "public health and disease prevention model. The SWPBS continuum was designed to", "longRun": "provide supports based on the relative needs of the students. In this framework, primary prevention refers to school- or classroom-wide supports for all students to reduce the likelihood of the development of problem behaviors. According to Sugai and Horner, primary prevention may include an emphasis on teaching appropriate behaviors and teaching practices that boost academic success, and may prevent problem behaviors among 80% of students. Secondary prevention will be needed by 15% of students and is aimed at reducing risk factors, such as poverty, and strengthening protective factors, such as additional school supports and family assistance. Tertiary prevention is aimed at the remaining 5% of students with high risk for problem behaviors and involves individualized systems supports. The", "longPost": "presentation of School-Wide Positive Behavior Supports one focus of the Individuals", "srcPre": "health and disease prevention model. The PBS continuum was designed to 21", "srcRun": "provide supports based on the relative needs of the students. In this framework, primary prevention refers to school- or classroom-wide supports for all students to reduce the likelihood of the development of problem behaviors. According to Sugai and Horner, primary prevention may include an emphasis on teaching appropriate behaviors and teaching practices that boost academic success, and may prevent problem behaviors among 80% of students. Secondary prevention will be needed by 15% of students and is aimed at reducing risk factors, such as poverty, and strengthening protective factors, such as additional school supports and family assistance. Tertiary prevention is aimed at the remaining 5% of students with high risk for problem behaviors and involves individualized systems supports. The", "srcPost": "Application of Positive Behavior Supports One focus of the Individuals with Disabilities", "id": "passage-10" }, { "source": "oneill", "label": "O'Neill 2007", "len": 115, "page": 54, "printedPage": 37, "segment": "body", "counted": true, "srcPage": 38, "longPre": "organization responsible for the developing the curriculum and assessment standards for Texas.", "longRun": "Manifestation Determination (MD) An analysis of the causal relationship between a student\u2019s disability and the misconduct for which he/she is being disciplined (Hartwig & Ruesch, 2000, p. 242). Such reviews must be conducted when a student served in special education is being removed from school for over 10 days or due to a drug or weapon charge; or if appeal is made to a hearing officer to remove a child who is a danger or threat to himself or others (Hartwig & Ruesch, 2000). Weapon- Any instrument or object used with the intent to threaten, injure, or kill. Zero tolerance policy\u2014a school or district policy that mandates predetermined consequences or punishment for specific offenses.", "longPost": "Significance of the Study This Problem of Practice is significant. At Caden", "srcPre": "the addition of a discipline provision for eligible students (Wright & Wright, 2000).", "srcRun": "Manifestation Determination (MD): \u201cAn analysis of the causal relationship between a student\u2019s disability and the misconduct for which he/she is being disciplined (Hartwig & Ruesch, 2000, p. 242). Such reviews must be conducted when a student served in special education is being removed from school for over 10 days or due to a drug or weapon charge; or if appeal is made to a hearing officer to remove a child who is a danger or threat to himself or others (Hartwig & Ruesch, 2000). \u2022 Weapon: Any instrument or object used with the intent to threaten, injure, or kill. \u2022 Zero tolerance policy: A school or district policy that mandates predetermined consequences or punishment for specific offenses.", "srcPost": "30 Chapter 2 Literature Review Introduction As a result of the history", "id": "passage-11" }, { "source": "oneill", "label": "O'Neill 2007", "len": 115, "page": 59, "printedPage": 42, "segment": "body", "counted": true, "srcPage": 39, "longPre": "individuality or disabilities. Throughout the U.S. history, there are two altered", "longRun": "policy streams that have been used to address juvenile delinquency and violence in schools. Some policies, such as zero tolerance policies, are based on the premise that children need firm rules and should be punished for wrongdoings. Other policies and programs, such as those associated with family and juvenile courts are based on the idea that children are not fully formed adults and that they are creatures of the environment in which they live (Skiba & Peterson, 2000). The second perspective has led to IDEA\u2019s disciplinary procedures and to the IDEA\u2019s basic presumption that students with disabilities should not be excluded from receiving educational services as a result of manifesting behaviors that are associated", "longPost": "with their disabilities. Rather, they should be provided with related services that", "srcPre": "individuality or disabilities. Throughout the U.S. history, there are two different", "srcRun": "policy streams that have been used to address juvenile delinquency and violence in schools. Some policies, such as zero tolerance policies, are based on the premise that children need firm rules and should be punished for wrongdoings. Other policies and programs, such as those associated with family and juvenile courts are based on the idea that children are not fully formed adults and that they are creatures of the environment in which they live (Skiba & Peterson, 2000). The second perspective has led to IDEA\u2019s disciplinary procedures and to the IDEA\u2019s basic presumption that students with disabilities should not be excluded from receiving educational services as a result of manifesting behaviors that are associated", "srcPost": "31 with their disabilities. Rather, they should be provided with related services", "id": "passage-12" }, { "source": "sularski", "label": "Sularski 2010", "len": 112, "page": 96, "printedPage": 79, "segment": "body", "counted": true, "srcPage": 31, "longPre": "skills for dealing with intense emotional situations that trigger undesirable behavior outbursts.", "longRun": "During the period of the 1960s through the 1980s, strategies for behavior change were based on positivistic research grounded in operant learning punishment principles. The use of aversive techniques was widely accepted in treating individuals with severe disabilities and severe behavior problems (Lovaas, Schaeffer, & Simmons, 1965 as cited in Dunlap, Sailor, Horner, & Sugai, 2009). However, when the movement toward deinstitutionalization appeared in the 1980s, a mismatch between the use of aversive measures to reduce challenging behaviors and the moral values of the community emerged. By the early 1980s, positivistic research began to examine the secondary effects of aversive treatment such as outbursts, anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap,", "longPost": "2009). The 1980s saw a paradigm shift in the treatment of severely", "srcPre": "for dealing with intense emotional situations that trigger undesirable behavior outbursts. 17", "srcRun": "During the period of the 1960s through the 1980s, strategies for behavior change were based on positivistic research grounded in operant learning punishment principles. The use of aversive techniques was widely accepted in treating individuals with severe disabilities and severe behavior problems (Lovaas, Schaeffer, & Simmons, 1965 as cited in Dunlap, Sailor, Horner, & Sugai, 2009). However, when the movement toward deinstitutionalization appeared in the 1980s, a mismatch between the use of aversive measures to reduce challenging behaviors and the moral values of the community emerged. By the early 1980s, positivistic research began to examine the secondary effects of aversive treatment such as outbursts, anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap", "srcPost": "et al., 2009). The 1980s saw a paradigm shift in the treatment", "id": "passage-13" }, { "source": "sularski", "label": "Sularski 2010", "len": 105, "page": 101, "printedPage": 84, "segment": "body", "counted": true, "srcPage": 36, "longPre": "were about 500 schools across the nation implementing SWPBS (Sugai & Horner, 2002).", "longRun": "By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo, & Nelson, 2008). A preponderance of case-based literature has indicated general success for SWPBS. For example, at an elementary school in Oregon, two third grade boys with serious behavior problems (i.e. hitting, self-injurious behavior, eating staples, poking others with scissors, running away from school) and significant disabilities (i.e., emotionally disturbed, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder) exhibited significant reductions in problem behaviors when secondary tier interventions were used to support all third grade students in addition to the individualized behavior support plans that were developed specifically for these boys (Freeman,", "longPost": "2006). At an elementary school in Illinois, SWPBS was credited with preventing", "srcPre": "were about 500 schools across the nation implementing SWPBS (Sugai & Horner, 2002a).", "srcRun": "By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo, & Nelson, 2008). A preponderance of case-based literature has indicated general success for SWPBS. For example, at an elementary school in Oregon, two third grade boys with serious behavior problems (i.e. hitting, self-injurious behavior, eating staples, poking others with scissors, running away from school) and significant disabilities (i.e., emotionally disturbed, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder) exhibited significant reductions in problem behaviors when secondary tier interventions were used to support all third grade students in addition to the individualized behavior support plans that were developed specifically for these boys (Freeman,", "srcPost": "et al., 2006). 23 At an elementary school in Illinois, SWPBS was", "id": "passage-14" }, { "source": "sularski", "label": "Sularski 2010", "len": 99, "page": 95, "printedPage": 78, "segment": "body", "counted": true, "srcPage": 29, "longPre": "the levels of intervention that are a part of the PBS framework.", "longRun": "History of Approaches for Addressing Problem Behaviors in Schools Teachers have been faced with students exhibiting problem behaviors since the days of the one room schoolhouse. Numerous anecdotal reports of children standing in corners and wearing dunce caps have been shared by generations of grandparents. Since the turn of the last century, however, the number and intensity of discipline problems in schools has increased dramatically. The days in which educators\u2019 biggest concerns were of placing frogs in the teacher\u2019s water glass or dipping pig-tails in ink wells are gone. School discipline problems appear in the news on", "longPost": "and all too frequent basis, citing physical violence, property damage, homicide, and", "srcPre": "selecting an evaluation approach which may extend the literature in this area.", "srcRun": "History of Approaches for Addressing Problem Behaviors in Schools Teachers have been faced with students exhibiting problem behaviors since the days of the one room schoolhouse. Numerous anecdotal reports of children standing in corners and wearing dunce caps have been shared by generations of grandparents. Since the turn of the last century, however, the number and intensity of discipline problems in schools has increased dramatically. The days in which educators\u2019 biggest concerns were of placing frogs in the teacher\u2019s water glass or dipping pig-tails in ink wells are gone. School discipline problems appear in the news on", "srcPost": "an all too frequent basis, citing 16 physical violence, property damage, homicide,", "id": "passage-15" }, { "source": "sularski", "label": "Sularski 2010", "len": 96, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 32, "longPre": "personfocused ethics, and structures change to increase value of life and reduce", "longRun": "problem behaviors, was founded. The increase in interest and use of PBS continued to soar. The requirements to use FBA and PBS that were introduced in IDEA 1997 remained in IDEA 2004 (Office of Special Education Programs, OSEP, 2009). As part of the IDEA initiative, each state was required to establish a PBS technical assistance center and develop a website to support PBS implementation throughout school districts in their state. These technical assistance centers and websites are funded by IDEA 2004. Most recently, the NJDOE Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for", "longPost": "the use of PBS by citing a specific PBS model: the Social", "srcPre": "person-centered values, and systems change to increase quality of life and decrease", "srcRun": "problem behaviors, was founded. The increase in interest and use of PBS continued to soar. The requirements to use FBA and PBS that were introduced in IDEA 1997 remained in IDEA 2004 (Office of Special Education Programs, OSEP, 2009). As part of the IDEA initiative, each state was required to establish a PBS technical assistance center and develop a website to support PBS implementation throughout school districts in their state. These technical assistance centers and websites are funded by IDEA 2004. Most recently, the NJDOE Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for", "srcPost": "19 the use of PBS by citing a specific PBS model: the", "id": "passage-16" }, { "source": "oneill", "label": "O'Neill 2007", "len": 79, "page": 60, "printedPage": 43, "segment": "body", "counted": true, "srcPage": 40, "longPre": "receiving educational services as a result of manifesting behaviors that are associated", "longRun": "with their disabilities. Rather, they should be provided with related services that help them to be educated in the least restrictive environment (IDEA, 1999). There have been increasing attempts by school districts and administrators to provide protection against school crime by installing metal detectors, arming hallway security guards, requiring uniforms, and conducting random searches of students and their lockers. Administrators and teachers face the challenge of implementing discipline procedures that are effective and fair. This literature review chapter on", "longPost": "stakeholder\u2019s perceptions of the SWPBS interventions and the success of those", "srcPre": "educational services as a result of manifesting behaviors that are associated 31", "srcRun": "with their disabilities. Rather, they should be provided with related services that help them to be educated in the least restrictive environment (IDEA, 1999). There have been increasing attempts by school districts and administrators to provide protection against school crime by installing metal detectors, arming hallway security guards, requiring uniforms, and conducting random searches of students and their lockers. Administrators and teachers face the challenge of implementing discipline procedures that are effective and fair. This literature review chapter on", "srcPost": "the treatment of youth who are disabled and delinquent provides a basis", "id": "passage-17" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 79, "page": 172, "printedPage": 155, "segment": "body", "counted": true, "srcPage": 2, "longPre": "the discipline climate and suspension rate in their school\u201d. Response to Intervention", "longRun": "Recent updates to state and federal special education guidelines are changing the way schools are expected to support students with problem behavior. Traditionally, approaches to assisting these students included parent conferences, observations, a minimum number of general interventions, a review of educational and social records, and a psychological evaluation (Special Programs for Students who are Emotionally Handicapped, 2006). Now, with the passage of the No Child Left Behind Act and revision of IDEA, schools are being encouraged to turn", "longPost": "toward proactive approaches that match the service a student receives with his/her", "srcPre": "Positive Behavior Support: Brothers from Different Mothers or Sisters from Different Misters?", "srcRun": "Recent updates to state and federal special education guidelines are changing the way schools are expected to support students with problem behavior. Traditionally, approaches to assisting these students included parent conferences, observations, a minimum number of general interventions, a review of educational and social records, and a psychological evaluation (Special Programs for Students who are Emotionally Handicapped, 2006). Now, with the passage of the No Child Left Behind Act and revision of IDEA, schools are being encouraged to turn", "srcPost": "towards proactive approaches that match the service a student receives with his/her", "id": "passage-18" }, { "source": "oneill", "label": "O'Neill 2007", "len": 78, "page": 122, "printedPage": 105, "segment": "body", "counted": true, "srcPage": 68, "longPre": "method of collecting data for this study. Semi-structured one-on-one", "longRun": "interviews with open-ended questions were used to give the key participants options for responding without constraint. To promote a safe atmosphere interviews were conducted at a place determined by the interviewee, which included different locations at a school that contained a private conference room. Kvale (1996) described a research interview as an experience between two people about a topic of shared interest. It is an explicit form of personal interaction in which knowledge evolves through dialogue. The", "longPost": "procedures for text analysis involve three types of coding procedures: open coding,", "srcPre": "the method of collecting data for this study. Semi-structured one-onone", "srcRun": "interviews with open-ended questions were used to give the key participants options for responding without constraint. To promote a safe atmosphere interviews were conducted at a place determined by the interviewee, which included different locations at a school that contained a private conference room. Kvale (1996) described a research interview as an experience between two people about a topic of shared interest. It is an explicit form of personal interaction in which knowledge evolves through dialogue. The", "srcPost": "high school for the study has approximately 1,300 students in grades", "id": "passage-19" }, { "source": "sularski", "label": "Sularski 2010", "len": 78, "page": 96, "printedPage": 79, "segment": "body", "counted": true, "srcPage": 30, "longPre": "suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner, 2002).", "longRun": "These discipline practices have been based on an underlying assumption that the behavior problems displayed by students are discrete; each instance of problem behavior is viewed and addressed as a separate, unrelated issue. Such practices fail to consider the context in which the behaviors occur, and fail to incorporate a systems level approach for reducing challenging behaviors. Moreover, these disciplinary interventions fail to teach students new skills for dealing with intense emotional situations that trigger undesirable behavior outbursts.", "longPost": "During the period of the 1960s through the 1980s, strategies for behavior", "srcPre": "suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner, 2002a).", "srcRun": "These discipline practices have been based on an underlying assumption that the behavior problems displayed by students are discrete; each instance of problem behavior is viewed and addressed as a separate, unrelated issue. Such practices fail to consider the context in which the behaviors occur, and fail to incorporate a systems level approach for reducing challenging behaviors. Moreover, these disciplinary interventions fail to teach students new skills for dealing with intense emotional situations that trigger undesirable behavior outbursts.", "srcPost": "17 During the period of the 1960s through the 1980s, strategies for", "id": "passage-20" }, { "source": "oneill", "label": "O'Neill 2007", "len": 77, "page": 74, "printedPage": 57, "segment": "body", "counted": true, "srcPage": 48, "longPre": "classroom disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000).", "longRun": "The Gun-Free Schools Act (GFSA) requires each state to submit an annual report that provides the following information: the number of students expelled (by firearm type and the school level), the number of expulsions shortened, and the number of expelled students sent to alternative school (U.S. Department of Education, 2000). The Florida Department of Education, Division of Public Schools and Community Education, Bureau of Equity, Safety and School Support, keeps statewide data for expelled students", "longPost": "(1998- 1999 and 1999-2000 Statewide Report on School Safety and Discipline", "srcPre": "disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000). 39", "srcRun": "The Gun-Free Schools Act (GFSA) requires each state to submit an annual report that provides the following information: the number of students expelled (by firearm type and the school level), the number of expulsions shortened, and the number of expelled students sent to alternative school (U.S. Department of Education, 2000). The Florida Department of Education, Division of Public Schools and Community Education, Bureau of Equity, Safety and School Support, keeps statewide data for expelled students", "srcPost": "(19981999 and 1999-2000 Statewide Report on School Safety and Discipline Data,", "id": "passage-21" }, { "source": "oneill", "label": "O'Neill 2007", "len": 75, "page": 120, "printedPage": 103, "segment": "body", "counted": true, "srcPage": 62, "longPre": "literature and theory will be explored in chapter five of this study.", "longRun": "Text analysis, according to Glaser and Strauss (1967), provides a method to address each research question by making sense or understanding the abstract phenomena. The researcher is able to generate themes surrounding the actions, interactions, and perceptions of people (Glaser & Strauss, 1967). The data from the field emerges as a \u201cset of well-developed concepts related through statements of relationship, which together constitute an integrated framework that can be used to explain or predict phenomena\u201d,", "longPost": "Glaser and Strauss (1967). The method of the study was a from", "srcPre": "of the different key stakeholders differed and if so, how they differed.", "srcRun": "Text analysis, according to Glaser and Strauss (1967), provides a method to address each research question by making sense or understanding the abstract phenomena. The researcher is able to generate themes surrounding the actions, interactions, and perceptions of people (Glaser & Strauss, 1967). The data from the field emerges as a \u201cset of well-developed concepts related through statements of relationship, which together constitute an integrated framework that can be used to explain or predict phenomena\u201d", "srcPost": "(Strauss & Corbin, 1998, p. 15). The method of the study was conceptualized", "id": "passage-22" }, { "source": "oneill", "label": "O'Neill 2007", "len": 73, "page": 74, "printedPage": 57, "segment": "body", "counted": true, "srcPage": 47, "longPre": "a gun-related bill, is often believed to be the genesis of", "longRun": "zero-tolerance policies (Christensen, 2003). The act required schools to expel automatically for 1-year students who bring a gun to school. Any school that failed to implement this law risked losing federal education funds. Shortly after national adoption of weapons-related zero tolerance, school districts began extending the policy\u2019s purview to other undesirable behavior such as drugs, violence, threats, classroom disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000).", "longPost": "The Gun-Free Schools Act (GFSA) requires each state to submit an", "srcPre": "a gun-related bill, is often believed to be the genesis of", "srcRun": "zero-tolerance policies (Christensen, 2003). The act required schools to expel automatically for 1-year students who bring a gun to school. Any school that failed to implement this law risked losing federal education funds. Shortly after national adoption of weapons-related zero tolerance, school districts began extending the policy\u2019s purview to other undesirable behavior such as drugs, violence, threats, classroom disruptions, hate speech, and fighting (Advancement Project & Civil Rights Project, 2000).", "srcPost": "39 The Gun-Free Schools Act (GFSA) requires each state to submit", "id": "passage-23" }, { "source": "sularski", "label": "Sularski 2010", "len": 73, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 31, "longPre": "as outbursts, anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap,", "longRun": "2009). The 1980s saw a paradigm shift in the treatment of severely challenging behaviors. Not only were aversive treatments thought to be morally distasteful, but there was also recognition that in order to increase quality of life, challenging behaviors must not only be reduced, but positive behaviors must also be increased. Research began to focus on why problem behaviors occurred, which led to applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap,", "longPost": "2009). Rather than an emphasis on punishment to alter problem behaviors, an", "srcPre": "anxiety, and avoidance (Favell & Rincover, 1983 as cited in Dunlap et al.,", "srcRun": "2009). The 1980s saw a paradigm shift in the treatment of severely challenging behaviors. Not only were aversive treatments thought to be morally distasteful, but there was also recognition that in order to increase quality of life, challenging behaviors must not only be reduced, but positive behaviors must also be increased. Research began to focus on why problem behaviors occurred, which led to applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap", "srcPost": "et al., 2009). Rather than an emphasis on punishment to alter problem", "id": "passage-24" }, { "source": "sularski", "label": "Sularski 2010", "len": 70, "page": 100, "printedPage": 83, "segment": "body", "counted": true, "srcPage": 35, "longPre": "for students with disabilities. IDEA also required that schools apply the SWPBS", "longRun": "approach to students who have not already been identified as eligible for special education if the school had knowledge that the student is at risk for needing special education services due to their behaviors (IDEA, 1997). The basis of such knowledge can be from parent or teacher reports, or if the behavior of the student has demonstrated the need. This broad basis underscored the need for schools to adopt the", "longPost": "SWPBS approach for all students, which resulted in the development of school-wide", "srcPre": "for students with disabilities. IDEA also required that schools apply the PBS", "srcRun": "approach to students who have not already been identified as eligible for special education if the school had knowledge that the student is at risk for needing special education services due to their behaviors (IDEA, 1997). The basis of such knowledge can be from parent or teacher reports, or if the behavior of the student has demonstrated the need. This broad basis underscored the need for schools to adopt the", "srcPost": "PBS approach for all students, which resulted in the development of school-wide", "id": "passage-25" }, { "source": "oneill", "label": "O'Neill 2007", "len": 67, "page": 75, "printedPage": 58, "segment": "body", "counted": true, "srcPage": 49, "longPre": "over school violence, school district administrators have increased their reliance on exclusionary", "longRun": "measures as a means of deterring and punishing students who are violent on campus (Price, 2002). The removal of students from the school setting for disciplinary purposes has been one of the most commonly used practices for dealing with students who exhibit problem behaviors (Lyons, 2003). Sautner (2001) reported that although expulsions were used, \u201cno school district was able to demonstrate its effectiveness in improving student conduct\u201d.", "longPost": "In short, if the threat of removal, suspension, does not work to", "srcPre": "school violence, school district administrators have increased their reliance on exclusionary 40", "srcRun": "measures as a means of deterring and punishing students who are violent on campus (Price, 2002). The removal of students from the school setting for disciplinary purposes has been one of the most commonly used practices for dealing with students who exhibit problem behaviors (Lyons, 2003). Sautner (2001) reported that although expulsions were used, \u201cno school district was able to demonstrate its effectiveness in improving student conduct\u201d", "srcPost": "(p. 210). In short, if the threat of expulsion does not work", "id": "passage-26" }, { "source": "sularski", "label": "Sularski 2010", "len": 67, "page": 95, "printedPage": 78, "segment": "body", "counted": true, "srcPage": 30, "longPre": "making serious violent threats and carrying out those threats in some cases.", "longRun": "As a result of the increase in intensity and frequency of serious behavior problems, school districts have developed comprehensive discipline procedures that include catching future instances of problem behaviors via close monitoring, restating rules and consequences for undesirable behaviors, having a continuum of consequences for repeat offenders, exercising consistency in how staff responds to problem behaviors, and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner,", "longPost": "2002). When the school discipline approaches listed above fail to reduce serious", "srcPre": "that there have even been incidents of preschoolers making serious violent threats.", "srcRun": "As a result of the increase in intensity and frequency of serious behavior problems, school districts have developed comprehensive discipline procedures that include catching future instances of problem behaviors via close monitoring, restating rules and consequences for undesirable behaviors, having a continuum of consequences for repeat offenders, exercising consistency in how staff responds to problem behaviors, and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner,", "srcPost": "2002a). When the school discipline approaches listed above fail to reduce serious", "id": "passage-27" }, { "source": "sularski", "label": "Sularski 2010", "len": 62, "page": 101, "printedPage": 84, "segment": "body", "counted": true, "srcPage": 36, "longPre": "includes school-wide, classroom, nonclassroom, and individual student perspectives. In the SWPBS", "longRun": "framework, behavior supports are placed on a continuum based upon the needs of the student, and a model of prevention is embraced by all stakeholders and applied to all students. This model points toward examining how the school functions as a whole, rather than looking to classroom management styles of one teacher or the behavior of one student. Accordingly, Sugai and Horner", "longPost": "(2002) outlined a fivestep process for implementing SWPBS. These steps are (1)", "srcPre": "school-wide, classroom, non-classroom, and individual student perspectives. In the PBS", "srcRun": "framework, behavior supports are placed on a continuum based upon the needs of the student, and a model of prevention is embraced by all stakeholders and applied to all students. This model points toward examining how the school functions as a whole, rather than looking to classroom management styles of one teacher or the behavior of one student. Accordingly, Sugai and Horner", "srcPost": "(2002a) outlined a five-step process for implementing SWPBS. These steps are", "id": "passage-28" }, { "source": "oneill", "label": "O'Neill 2007", "len": 60, "page": 62, "printedPage": 45, "segment": "body", "counted": true, "srcPage": 41, "longPre": "strategies being implemented into the structure of the in-school suspension classroom.", "longRun": "For some students, their poor academic performance begins a process of rejection, withdrawal from school, and delinquent acts in society. This chain of events is also seen in students with undiagnosed learning problems. Frustrated and embarrassed by their low grades, those students become disruptive in the classroom and, subsequently, are treated as behavior problems by teachers. Eventually, the student is", "longPost": "consistently placed in the in-school suspension setting, is suspended, and expelled,", "srcPre": "supports the findings cited above pointing to the disproportionate expulsion of males.", "srcRun": "For some students, their poor academic performance begins a process of rejection, withdrawal from school, and delinquent acts in society. This chain of events is also seen in students with undiagnosed learning problems. Frustrated and embarrassed by their low grades, those students become disruptive in the classroom and, subsequently, are treated as behavior problems by teachers. Eventually, the student is", "srcPost": "suspended and expelled or drops out of school, and the movement toward", "id": "passage-29" }, { "source": "sularski", "label": "Sularski 2010", "len": 60, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 34, "longPre": "the normalization/inclusion movement that emerged over the past 150 years (Carr,", "longRun": "2002) extended rights to individuals and groups who have been marginalized by mainstream society. This has led to current educational practices of including students with disabilities with regular education students rather than segregating them into self-contained special education classrooms. Third, PBS looks to person-centered values to inform strategies that serve to \u201cenhance personal dignity and opportunities for choice\u201d", "longPost": "(Carr, 2002). Carr and colleagues (2002) outlined how functional behavior investigation, the", "srcPre": "movement that emerged 20 over the past 150 years (Carr et al.,", "srcRun": "2002) extended rights to individuals and groups who have been marginalized by mainstream society. This has led to current educational practices of including students with disabilities with regular education students rather than segregating them into self-contained special education classrooms. Third, PBS looks to person-centered values to inform strategies that serve to \u201cenhance personal dignity and opportunities for choice\u201d", "srcPost": "(p. 6, Carr et al., 2002). Carr and colleagues (2002) outlined how", "id": "passage-30" }, { "source": "oneill", "label": "O'Neill 2007", "len": 59, "page": 123, "printedPage": 106, "segment": "body", "counted": true, "srcPage": 75, "longPre": "data, attendance and demographical trends relating to BTISD and Caden Middle School.", "longRun": "Finally, selective coding allowed a central phenomenon to emerge. Each theme surrounds a core or central category that fuses or grounds the data together. These themes are the groundwork toward developing a theory by providing a means by which a theory can be integrated (Corbin & Strauss, 1990). The findings from this study are viewed as groundwork for further studies.", "longPost": "Triangulation Triangulation is a procedure used by qualitative researchers to explore or", "srcPre": "The field notes and key artifacts provided additional validation to various themes.", "srcRun": "Finally, selective coding allowed a central phenomenon to emerge. Each theme surrounds a core or central category that fuses or grounds the data together. These themes are the groundwork toward developing a theory by providing a means by which a theory can be integrated (Corbin & Strauss, 1990). The findings from this study are viewed as groundwork for further studies.", "srcPost": "Finally, as experienced in the pilot study, to strengthen the reliability of", "id": "passage-31" }, { "source": "oneill", "label": "O'Neill 2007", "len": 58, "page": 121, "printedPage": 104, "segment": "body", "counted": true, "srcPage": 67, "longPre": "sensitive to the underlying phenomenon of interest (Denzin & Lincoln, 1994; Merriam, 1998).", "longRun": "The researcher followed and completed the required university procedures for conducting this study. The university Institutional Review Board (IRB) reviews all studies before permission is granted to initiate the study. Since the study involved human subjects the appropriate IRB and informed consent procedures were followed for ethical and legal reasons. The IRB granted approval to conduct the study.", "longPost": "The research method that best met the goals of the study, and", "srcPre": "be indicated by the data over and over again (Corbin & Strauss, 1990).", "srcRun": "The researcher followed and completed the required university procedures for conducting this study. The university Institutional Review Board (IRB) reviews all studies before permission is granted to initiate the study. Since the study involved human subjects the appropriate IRB and informed consent procedures were followed for ethical and legal reasons. The IRB granted approval to conduct the study.", "srcPost": "Upon completion of the data collection and data analysis the IRB conducted", "id": "passage-32" }, { "source": "sularski", "label": "Sularski 2010", "len": 58, "page": 96, "printedPage": 79, "segment": "body", "counted": true, "srcPage": 30, "longPre": "and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner, 2002).", "longRun": "When the school discipline approaches listed above fail to reduce serious challenging behaviors, and the number and intensity of problem behaviors continue to rise, school districts have reacted by initiating zero tolerance policies, hiring security guards, installing surveillance cameras and metal detectors, mandating school uniforms, implementing detention, suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner,", "longPost": "2002). These discipline practices have been based on an underlying assumption that", "srcPre": "and emphasizing final consequences to inhibit future problem behaviors (Sugai & Horner, 2002a).", "srcRun": "When the school discipline approaches listed above fail to reduce serious challenging behaviors, and the number and intensity of problem behaviors continue to rise, school districts have reacted by initiating zero tolerance policies, hiring security guards, installing surveillance cameras and metal detectors, mandating school uniforms, implementing detention, suspension, and expulsion procedures, and assigning alternative school placements (Sugai & Horner,", "srcPost": "2002a). These discipline practices have been based on an underlying assumption that", "id": "passage-33" }, { "source": "oneill", "label": "O'Neill 2007", "len": 57, "page": 54, "printedPage": 37, "segment": "body", "counted": true, "srcPage": 38, "longPre": "use of drugs or alcohol, possession of drug paraphernalia, and chronic misbehavior.", "longRun": "Individuals with Disabilities in Education Act (IDEA)\u2014A federal law mandating that students with disabilities receive a free appropriate public education in the least restrictive environment with related and supplementary aids and services. The IDEA was amended resulting in several changes to the law, including the addition of a discipline provision for eligible students (Wright & Wright, 2000).", "longPost": "Suburb(an) \u2013 a residential area lying immediately outside a larger city or", "srcPre": "be provided to the student\u201d (Grzywacz et al., 2000, pp. 6-7).", "srcRun": "Individuals with Disabilities in Education Act (IDEA): A federal law mandating that students with disabilities receive a free appropriate public education in the least restrictive environment with related and supplementary aids and services. The IDEA was amended resulting in several changes to the law, including the addition of a discipline provision for eligible students (Wright & Wright, 2000).", "srcPost": "Manifestation Determination (MD): \u201cAn analysis of the causal relationship between a student\u2019s", "id": "passage-34" }, { "source": "oneill", "label": "O'Neill 2007", "len": 54, "page": 44, "printedPage": 27, "segment": "body", "counted": true, "srcPage": 31, "longPre": "perceptions of the key stakeholders. Data analysis, transcription, and member-checking will", "longRun": "assist in tracing events over time, capturing interviews with key stakeholders, and bringing together the emerging themes derived from the collected data (Pandit, 1996). In text analysis one does not begin with a theme, but rather, one begins with an area of study and what is relevant to that area is allowed to emerge", "longPost": "(Creswell, 2007). Participants Purposeful sampling (Creswell, 2007) will be used in this", "srcPre": "used to organize and analyze the collected data. Data analysis software can", "srcRun": "assist in tracing events over time, capturing interviews with key stakeholders, and bringing together the emerging themes derived from the collected data (Pandit, 1996). In text analysis one does not begin with a theme, but rather, one begins with an area of study and what is relevant to that area is allowed to emerge", "srcPost": "(Strauss & Corbin, 1998). This study was developed in an effort to better", "id": "passage-35" }, { "source": "sularski", "label": "Sularski 2010", "len": 54, "page": 101, "printedPage": 84, "segment": "body", "counted": true, "srcPage": 36, "longPre": "behavior of one student. Accordingly, Sugai and Horner (2002) outlined a fivestep", "longRun": "process for implementing SWPBS. These steps are (1) Establish a school leadership team; (2) Secure school-wide supports from staff; (3) Develop data-based action plans; (4) Arrange for high fidelity of implementation; and (5) Conduct formative data-based monitoring. In 2002, there were about 500 schools across the nation implementing SWPBS (Sugai & Horner,", "longPost": "2002). By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo,", "srcPre": "of one student. Accordingly, Sugai and Horner (2002a) outlined a five-step", "srcRun": "process for implementing SWPBS. These steps are (1) Establish a school leadership team; (2) Secure school-wide supports from staff; (3) Develop data-based action plans; (4) Arrange for high fidelity of implementation; and (5) Conduct formative data-based monitoring. In 2002, there were about 500 schools across the nation implementing SWPBS (Sugai & Horner,", "srcPost": "2002a). By 2008, more than 5300 schools were implementing SWPBS (Frey, Lingo,", "id": "passage-36" }, { "source": "oneill", "label": "O'Neill 2007", "len": 53, "page": 179, "printedPage": 162, "segment": "body", "counted": true, "srcPage": 138, "longPre": "dispense discipline consequences under zero tolerance policies further segregates students of color", "longRun": "who are already at risk for school failure. As a qualitative study, the intent is not to generalize findings, but rather to contribute to the literature a richer, more in-depth understanding of the findings. Implicit within this research approach is a post-positivistic lens where truth is presented from the participants\u2019 perspective.", "longPost": "Previous research often did not allow multiple key stakeholders to express their", "srcPre": "(1999) all suggest that expulsion under zero tolerance policies further segregates students", "srcRun": "who are already at risk for school failure. As a qualitative study, the intent is not to generalize findings, but rather to contribute to the literature a richer, more in-depth understanding of the findings. Implicit within this research approach is a post-positivistic lens where truth is presented from the participants\u2019 perspective.", "srcPost": "This methodology was particularly appropriate for this study because historically most studies", "id": "passage-37" }, { "source": "oneill", "label": "O'Neill 2007", "len": 52, "page": 60, "printedPage": 43, "segment": "body", "counted": true, "srcPage": 40, "longPre": "in-school suspension program will be provided. In-school suspension or (ISS) programs", "longRun": "are a necessary disciplinary tool. While schools need to develop better strategies for responding to the underlying causes for behavior problems, educators must be able to remove chronically disruptive or violent children from the current school setting in order to assure safety and meet the needs of the other students. If, however,", "longPost": "the placements of the student into the ISS setting are to be", "srcPre": "are reviewed to further explain the basis for current expulsion procedures. Expulsions", "srcRun": "are a necessary disciplinary tool. While schools need to develop better strategies for responding to the underlying causes for behavior problems, educators must be able to remove chronically disruptive or violent children from the current school setting in order to assure safety and meet the needs of the other students. If, however,", "srcPost": "expulsions are to be effective disciplinary devices, they must be imposed fairly,", "id": "passage-38" }, { "source": "oneill", "label": "O'Neill 2007", "len": 51, "page": 52, "printedPage": 35, "segment": "body", "counted": true, "srcPage": 37, "longPre": "direction, and without charge; (b) meet the standards of the state education", "longRun": "agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the IEP of a student with a disability. FAPE is available to all children ages 3 through 21 with disabilities, including those who have been expelled (Wright & Wright, 2000).", "longPost": "Functional Behavior Assessment (FBA)\u2014\u201cA systematic process for describing problem behavior, and", "srcPre": "and without charge; (b) meet the standards of the state education 28", "srcRun": "agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the IEP of a student with a disability. FAPE is available to all children ages 3 through 21 with disabilities, including those who have been expelled (Wright & Wright, 2000).", "srcPost": "Fourteenth Amendment to the US Constitution: States that no state shall make", "id": "passage-39" }, { "source": "oneill", "label": "O'Neill 2007", "len": 51, "page": 122, "printedPage": 105, "segment": "body", "counted": true, "srcPage": 68, "longPre": "research questions that guided the study prompted its use as a methodology.", "longRun": "Researchers using text analysis approach may rely heavily on interviews as a method of data collection (Charmaz, 2000). Interviews are used as a way to capture the experiences and perceptions of participants in their own words (Charmaz, 2000). Interviewing was the method of collecting data for this study. Semi-structured one-on-one", "longPost": "one-on-one interviews with open-ended questions were used to give the", "srcPre": "questions that guided the study prompted its use as a methodology. 59", "srcRun": "Researchers using text analysis approach may rely heavily on interviews as a method of data collection (Charmaz, 2000). Interviews are used as a way to capture the experiences and perceptions of participants in their own words (Charmaz, 2000). Interviewing was the method of collecting data for this study. Semi-structured one-onone", "srcPost": "one-onone interviews with open-ended questions were used to give the key", "id": "passage-40" }, { "source": "oneill", "label": "O'Neill 2007", "len": 49, "page": 59, "printedPage": 42, "segment": "body", "counted": true, "srcPage": 39, "longPre": "interventions to prevent or build capacity within the students to self-manage.", "longRun": "Other federal policies which intend to protect the safety of school staff and students, such as the Gun Free School Act (1994), are based on zero tolerance beliefs and do not allow for special considerations based on student individuality or disabilities. Throughout the U.S. history, there are two", "longPost": "altered policy streams that have been used to address juvenile delinquency and", "srcPre": "for educational purposes, manifest their disabilities by exhibiting delinquent behaviors in schools.", "srcRun": "Other federal policies which intend to protect the safety of school staff and students, such as the Gun Free School Act (1994), are based on zero tolerance beliefs and do not allow for special considerations based on student individuality or disabilities. Throughout the U.S. history, there are two", "srcPost": "different policy streams that have been used to address juvenile delinquency and", "id": "passage-41" }, { "source": "oneill", "label": "O'Neill 2007", "len": 49, "page": 124, "printedPage": 107, "segment": "body", "counted": true, "srcPage": 76, "longPre": "The findings from this study are viewed as groundwork for further studies.", "longRun": "Triangulation Triangulation is a procedure used by qualitative researchers to explore or study an issue. In any study, there are concerns of threats to verification and trustworthiness. Triangulation is also a way to look at consistency in the data. In this study, the triangulation of methodology used consisted of", "longPost": "key stakeholder interviews, interview notation transcriptions, field notes, and key artifacts. The", "srcPre": "primary rater\u2019s codes an inter-rater agreement of 85% was reached.", "srcRun": "Triangulation Triangulation is a procedure used by qualitative researchers to explore or study an issue. In any study, there are concerns of threats to verification and trustworthiness. Triangulation is also a way to look at consistency in the data. In this study, the triangulation of methodology used consisted of", "srcPost": "audio taped key stakeholder interviews, interview transcriptions, field notes, and key artifacts.", "id": "passage-42" }, { "source": "courant", "label": "Hartford Courant 2005", "len": 46, "page": 83, "printedPage": 66, "segment": "body", "counted": true, "srcPage": null, "longPre": "Educators Weigh Plan for Alternative School, Moreau acknowledged that school officials were", "longRun": "considering a proposal for an alternative middle school program to help students whose academic skills and behavior in the classroom are substandard. The proposal would serve students who are academically two to three years below their grade level and are struggling to function in middle school.", "longPost": "It is not envisioned as punishment for unruly students, although behavioral problems", "srcPre": "7:34 AM EDT Getting your Trinity Audio player ready... School officials are", "srcRun": "considering a proposal for an alternative middle school program to help students whose academic skills and behavior in the classroom are substandard. The proposal would serve students who are academically two to three years below their grade level and are struggling to function in middle school.", "srcPost": "The program would run in Sedgwick and King Philip middle schools and", "id": "passage-43" }, { "source": "sularski", "label": "Sularski 2010", "len": 44, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 31, "longPre": "led to applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap,", "longRun": "2009). Rather than an emphasis on punishment to alter problem behaviors, an emphasis on the need for preventative practices emerged. By 1987, the United States Department of Education funded research for non-aversive behavior interventions, which led to the coining of a new term,", "longPost": "school-wide positive behavior support or (SWPBS). School-Wide Positive Behavior Support", "srcPre": "applied behavior analysis (ABA) and functional analysis of behaviors (Dunlap et al.,", "srcRun": "2009). Rather than an emphasis on punishment to alter problem behaviors, an emphasis on the need for preventative practices emerged. By 1987, the United States Department of Education funded research for non-aversive behavior interventions, which led to the coining of a new term,", "srcPost": "positive behavior support (PBS). PBS was focused on addressing severe disabilities and", "id": "passage-44" }, { "source": "sularski", "label": "Sularski 2010", "len": 44, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 32, "longPre": "use of positive interventions as behavioral change strategies (Sugai and Horner, 2002;", "longRun": "Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this mandate, there was so much interest in and research on PBS that in 1999 a new peer reviewed publication emerged, the Journal of Positive Behavior Interventions. By the late 1990s and early 2000s,", "longPost": "SWPBS was applied to early intervention with young children (Fox, Dunlap, Hemmeter,", "srcPre": "use of positive interventions as behavioral change strategies (Sugai and Horner, 2002b;", "srcRun": "Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this mandate, there was so much interest in and research on PBS that in 1999 a new peer reviewed publication emerged, the Journal of Positive Behavior Interventions. By the late 1990s and early 2000s,", "srcPost": "PBS was applied to early intervention with young children (Fox, Dunlap, Hemmeter,", "id": "passage-45" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 42, "page": 78, "printedPage": 61, "segment": "body", "counted": true, "srcPage": null, "longPre": "model of out of school suspension or OSS. Blomberg defined ISS as", "longRun": "a: Discipline model where a student is removed from the classroom and compelled to stay in an ISS center for a variable length of time, ranging from part of a day to several days in a row. The ISS center is a", "longPost": "precise staffed room where innumerable behavior altering strategies, extending from punitive to", "srcPre": "problematic and controversial. The operant definition in this paper for ISS is", "srcRun": "a discipline model where a student is removed from the classroom and compelled to stay in an ISS center for a variable length of time, ranging from part of a day to several days in a row. The ISS center is a", "srcPost": "specific staffed room where various behavior changing strategies, ranging from punitive to", "id": "passage-46" }, { "source": "sularski", "label": "Sularski 2010", "len": 40, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 33, "longPre": "to help children and adults who exhibited challenging behavior. More recently, SWPBS", "longRun": "has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox,", "longPost": "2005). Carr and colleagues highlighted that PBS emerged from three major areas.", "srcPre": "to help children and adults who exhibited challenging behavior. More recently, PBS", "srcRun": "has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox,", "srcPost": "et al., 2005). Carr and colleagues highlighted that PBS emerged from three", "id": "passage-47" }, { "source": "sularski", "label": "Sularski 2010", "len": 40, "page": 174, "printedPage": 157, "segment": "body", "counted": true, "srcPage": 33, "longPre": "Positive Behavior Interventions and Supports, 2009). According to the research literature, SWPBS", "longRun": "has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox,", "longPost": "2005). This is something that administration and teacher leaders at Caden Middle", "srcPre": "to help children and adults who exhibited challenging behavior. More recently, PBS", "srcRun": "has been implemented at school-wide and program-wide levels. In these settings, all school staff work together to teach behavioral expectations and social skills, and to provide individualized interventions to those students most at risk for future problems (Fox,", "srcPost": "et al., 2005). Carr and colleagues highlighted that PBS emerged from three", "id": "passage-48" }, { "source": "oneill", "label": "O'Neill 2007", "len": 39, "page": 52, "printedPage": 35, "segment": "body", "counted": true, "srcPage": 37, "longPre": "Plan (IEP)\u2014\u201cThe IEP constitutes a written statement of each special education", "longRun": "Functional Behavior Assessment (FBA): A systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior\u201d (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999, p. 13).", "longPost": "Exclusionary discipline\u2014this designation applies to any means of discipline that requires", "srcPre": "the place to be searched, the persons or things to be seized.", "srcRun": "Functional Behavior Assessment (FBA): \u201cA systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior\u201d (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999, p. 13).", "srcPost": "Incident: A specific criminal act or offense involving one or more victims", "id": "passage-49" }, { "source": "sularski", "label": "Sularski 2010", "len": 39, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 33, "longPre": "basic terminology and concepts that have contributed to the formulation of SWPBS", "longRun": "such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting. Applied behavior analysis also gave rise to functional analysis, which serves to identify the purpose of behaviors via specific assessment procedures. Second, the normalization/inclusion movement that emerged", "longPost": "over the past 150 years (Carr, 2002) extended rights to individuals and", "srcPre": "basic terminology and concepts that have contributed to the formulation of PBS", "srcRun": "such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting. Applied behavior analysis also gave rise to functional analysis, which serves to identify the purpose of behaviors via specific assessment procedures. Second, the normalization/inclusion movement that emerged", "srcPost": "20 over the past 150 years (Carr et al., 2002) extended rights", "id": "passage-50" }, { "source": "oneill", "label": "O'Neill 2007", "len": 38, "page": 47, "printedPage": 30, "segment": "body", "counted": true, "srcPage": 35, "longPre": "to review transcriptions. They will be encouraged to edit and provide feedback.", "longRun": "This ongoing series of checks contributed to the study\u2019s validity. Despite these measures there might be those participants who, upon reading the final dissertation, might not be in agreement with some findings in the study. Consequently, I", "longPost": "will inform all participants who would be willing to discuss the results", "srcPre": "to edit and provide feedback. Pseudonyms were used for purposes of confidentiality.", "srcRun": "This ongoing series of checks contributed to the study\u2019s validity. Despite these measures there might be those participants who, upon reading the final dissertation, might not be in agreement with some findings in the study. Consequently, I", "srcPost": "informed all participants that I would be willing to discuss the results", "id": "passage-51" }, { "source": "sularski", "label": "Sularski 2010", "len": 38, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 34, "longPre": "their families, via a life-span perspective rather than a short-term", "longRun": "approach. It also offers ecological validity and meaningful application in real-world settings. The application of PBS is a collaborative process involving participants from different systems in conjunction with interventions that are practical and desirable for stakeholders. Further,", "longPost": "SWPBS interventions are proactive rather than reactive. Another factor that is unique", "srcPre": "and their families, via a life-span perspective rather than a shortterm", "srcRun": "approach. It also offers ecological validity and meaningful application in real-world settings. The application of PBS is a collaborative process involving participants from different systems in conjunction with interventions that are practical and desirable for stakeholders. Further,", "srcPost": "PBS interventions are proactive rather than reactive. Another factor that is unique", "id": "passage-52" }, { "source": "sularski", "label": "Sularski 2010", "len": 38, "page": 101, "printedPage": 84, "segment": "body", "counted": true, "srcPage": 36, "longPre": "defined and valued by stakeholders; research validated practices; data-driven decision making;", "longRun": "and a process level perspective (committees, families, administrative leadership, etc.). To make these elements more manageable and behavioral changes more sustainable, Sugai and Horner emphasized the need to organize a multi-systems approach that includes school-wide, classroom,", "longPost": "nonclassroom, and individual student perspectives. In the SWPBS framework, behavior supports are", "srcPre": "and valued by stakeholders; research validated practices; data-driven decision making; 22", "srcRun": "and a process level perspective (committees, families, administrative leadership, etc.). To make these elements more manageable and behavioral changes more sustainable, Sugai and Horner emphasized the need to organize a multi-systems approach that includes school-wide, classroom,", "srcPost": "non-classroom, and individual student perspectives. In the PBS framework, behavior supports", "id": "passage-53" }, { "source": "sularski", "label": "Sularski 2010", "len": 38, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 32, "longPre": "now widely accepted, multi-tiered framework for SWPBS. The application of SWPBS", "longRun": "continued to expand. In 2001, the NJDOE Division of Early Childhood Education mandated the use of PBS in all Abbott preschool programs (NJDOE, 2001). In 2003, the Association for Positive Behavior Support, which focused on promoting research strategies,", "longPost": "personfocused ethics, and structures change to increase value of life and reduce", "srcPre": "now widely accepted, multi-tiered framework for PBS. The application of PBS", "srcRun": "continued to expand. In 2001, the NJDOE Division of Early Childhood Education mandated the use of PBS in all Abbott preschool programs (NJDOE, 2001). In 2003, the Association for Positive Behavior Support, which focused on promoting research strategies,", "srcPost": "person-centered values, and systems change to increase quality of life and", "id": "passage-54" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 38, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 2, "longPre": "is consistent with the core principles of RtI. Similar to RtI, SWPBS", "longRun": "offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems. Both RtI and", "longPost": "SWPBS are grounded in differentiated instruction. Each approach delineates critical factors and", "srcPre": "is consistent with the core principles of RtI. Similar to RtI, PBS", "srcRun": "offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems. Both RtI and", "srcPost": "PBS are grounded in differentiated instruction. Each approach delimits critical factors and", "id": "passage-55" }, { "source": "oneill", "label": "O'Neill 2007", "len": 37, "page": 52, "printedPage": 35, "segment": "body", "counted": true, "srcPage": 37, "longPre": "21 with disabilities, including those who have been expelled (Wright & Wright, 2000).", "longRun": "Functional Behavior Assessment (FBA)\u2014\u201cA systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior\u201d (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999).", "longPost": "Incident: A specific criminal act or offense involving one or more victims", "srcPre": "the place to be searched, the persons or things to be seized.", "srcRun": "Functional Behavior Assessment (FBA): \u201cA systematic process for describing problem behavior, and identifying the environmental factors and surrounding events associated with the problem behavior\u201d (Office of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999,", "srcPost": "p. 13). \u2022 Incident: A specific criminal act or offense involving one or", "id": "passage-56" }, { "source": "oneill", "label": "O'Neill 2007", "len": 37, "page": 124, "printedPage": 107, "segment": "body", "counted": true, "srcPage": 76, "longPre": "a transcriber. The key artifacts emerged from reviewing instructional and discipline data,", "longRun": "communication between the key stakeholders, and items key-stakeholders brought to the researcher\u2019s attention. The researcher developed a narrative that summaries the findings that emerged during the analysis process which is included in the next chapter.", "longPost": "Data Analysis Procedures Creswell (1994) stated, \u201cData analysis requires that the researcher", "srcPre": "observations and personal notes. The key artifacts emerged from reviewing student records,", "srcRun": "communication between the key stakeholders, and items key stakeholders brought to the researcher\u2019s attention. The researcher developed a narrative that summaries the findings that emerged during the analysis process which is included in the next chapter.", "srcPost": "68 Chapter 4 Results In this chapter the results are presented as", "id": "passage-57" }, { "source": "oneill", "label": "O'Neill 2007", "len": 36, "page": 61, "printedPage": 44, "segment": "body", "counted": true, "srcPage": 40, "longPre": "students. If, however, the placements of the student into the ISS setting", "longRun": "are to be effective disciplinary devices, they must be imposed fairly, consistently and, as a consequence for clearly defined misconduct (Gallegos, 1998). Several studies have also investigated the role of gender as a significant variable in", "longPost": "placements. Palley (2002) reported findings from a national dataset from the Safe", "srcPre": "safety and meet the needs of the other students. If, however, expulsions", "srcRun": "are to be effective disciplinary devices, they must be imposed fairly, consistently and, as a consequence for clearly defined misconduct (Gallegos, 1998). Several studies have also investigated the role of gender as a significant variable in", "srcPost": "expulsions. Palley (2002) reported findings from a national dataset from the Safe", "id": "passage-58" }, { "source": "oneill", "label": "O'Neill 2007", "len": 36, "page": 180, "printedPage": 163, "segment": "body", "counted": true, "srcPage": 139, "longPre": "a tool to diminish the recidivism rate of students of color. Conclusion", "longRun": "The results illuminate the rich and personal perceptions of each participant. The current study is especially valuable due to the qualitative richness it adds to this body of literature. Recognizing the gaps in information between the", "longPost": "three groups of key stakeholders interviewed will assist and challenge school districts", "srcPre": "with this individual student share their perception of the same expulsion meeting.", "srcRun": "The results illuminate the rich and personal perceptions of each participant. The current study is especially valuable due to the qualitative richness it adds to this body of literature. Recognizing the gaps in information between the", "srcPost": "four groups of key stakeholders interviewed will assist and challenge school districts", "id": "passage-59" }, { "source": "ripple", "label": "Ripple Effects 2009", "len": 36, "page": 106, "printedPage": 89, "segment": "body", "counted": true, "srcPage": 16, "longPre": "(AIR). Ripple Effects WSIS also draws theory directly from many academic disciplines", "longRun": "and traditions. Sources of these insights, strategies and processes are more disparate. They cross disciplines, cross cultures, cross boundaries of time and space. The sheer scope of this distributed knowledge requires some system for organizing it.", "longPost": "This program is one of the major support systems that the district", "srcPre": "to three things: \u0001 Accuracy of information \u0001 Integrity of evidence \u0001 Real-world applicability", "srcRun": "and traditions. Sources of these insights, strategies and processes are more disparate. They cross disciplines, cross cultures, cross boundaries of time and space. The sheer scope of this distributed knowledge requires some system for organizing it.", "srcPost": "THEORY FROM FIVE DIRECTIONS Sources of factual data Ripple Effects WSIS draws", "id": "passage-60" }, { "source": "oneill", "label": "O'Neill 2007", "len": 35, "page": 74, "printedPage": 57, "segment": "body", "counted": true, "srcPage": 14, "longPre": "Caden Middle School are challenged by data that demonstrates incomplete academic success.", "longRun": "The public\u2019s perceptions that school campuses were inherently unsafe led to the Gun- Free Schools Act of 1994. This Act, although originally a gun-related bill, is often believed to be the genesis of", "longPost": "zero-tolerance policies (Christensen, 2003). The act required schools to expel automatically", "srcPre": "mandates predetermined consequence/s or 5 punishment for specific offenses (Christensen, 2003).", "srcRun": "The public\u2019s perceptions that school campuses were inherently unsafe led to the Gun-Free Schools Act of 1994. This Act, although originally a gun-related bill, is often believed to be the genesis of", "srcPost": "zerotolerance policies (Christensen, 2003). The act required schools to expel automatically for", "id": "passage-61" }, { "source": "oneill", "label": "O'Neill 2007", "len": 34, "page": 52, "printedPage": 35, "segment": "body", "counted": true, "srcPage": 36, "longPre": "system does not include them in the options it presents to offenders.", "longRun": "Free Appropriate Public Education (FAPE)\u2014Special education and related services that (a) have been provided at public expense, under public supervision and direction, and without charge; (b) meet the standards of the state education", "longPost": "agency; (c) include an appropriate preschool, elementary, or secondary school education in", "srcPre": "Expulsion: Exclusion from regular student activities for more than 10 school days.", "srcRun": "Free Appropriate Public Education (FAPE): Special education and related services that (a) have been provided at public expense, under public supervision and direction, and without charge; (b) meet the standards of the state education", "srcPost": "28 agency; (c) include an appropriate preschool, elementary, or secondary school education", "id": "passage-62" }, { "source": "oneill", "label": "O'Neill 2007", "len": 34, "page": 62, "printedPage": 45, "segment": "body", "counted": true, "srcPage": 41, "longPre": "Eventually, the student is consistently placed in the in-school suspension setting,", "longRun": "is suspended, and expelled, or drops out of school, and the movement toward delinquency proceeds (Bernstein & Rulo, 1976). There are a few qualitative studies that interview students and parents of students who have been", "longPost": "placed in alternative educational settings, but these studies do not include interviews", "srcPre": "and, subsequently, are treated as behavior problems by teachers. Eventually, the student", "srcRun": "is suspended and expelled or drops out of school, and the movement toward delinquency proceeds (Bernstein & Rulo, 1976). There are a few qualitative studies that interview students and parents of students who have been", "srcPost": "expelled but these studies do not include interviews of district administrators and", "id": "passage-63" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 34, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 2, "longPre": "of need. One such approach is called Response to Intervention, or RtI.", "longRun": "RtI is defined as \u201cthe practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data", "longPost": "t important educational decisions\u201d (Batsche, 2006). SWPBS is a process that is", "srcPre": "such approach is called Response to Intervention, or RtI. Response to Intervention", "srcRun": "(RtI) is defined as \u201cthe practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data", "srcPost": "to important educational decisions\u201d (Batsche et al., 2006). Based on a problem-solving", "id": "passage-64" }, { "source": "oneill", "label": "O'Neill 2007", "len": 33, "page": 76, "printedPage": 59, "segment": "body", "counted": true, "srcPage": 49, "longPre": "in improving student conduct\u201d. In short, if the threat of removal, suspension,", "longRun": "does not work to prevent students from behaving violently, then such students will be expelled so their behavior cannot further endanger their peers on the mainstream campuses and zero tolerance policies are followed.", "longPost": "This current way of thinking supports literature that engages in discourse that", "srcPre": "improving student conduct\u201d (p. 210). In short, if the threat of expulsion", "srcRun": "does not work to prevent students from behaving violently, then such students will be expelled so their behavior cannot further endanger their peers on the mainstream campuses and zero tolerance policies are followed.", "srcPost": "High School Data The study looked at the perceptions students have of", "id": "passage-65" }, { "source": "oneill", "label": "O'Neill 2007", "len": 33, "page": 112, "printedPage": 95, "segment": "body", "counted": true, "srcPage": 61, "longPre": "study as an attempt to portray the participants as individual entities. Method", "longRun": "This was a qualitative study that used in-depth interviewing as the method of data collection. A text analysis approach was used to analyze the collected data. The following research questions were addressed:", "longPost": "Research Questions The research questions include: 1. How do the primary key", "srcPre": "of data collection, followed by a description of the data analysis process.", "srcRun": "This was a qualitative study that used in-depth interviewing as the method of data collection. A text analysis approach was used to analyze the collected data. The following research questions were addressed:", "srcPost": "1. How do the primary key stakeholders involved in expulsion experience the", "id": "passage-66" }, { "source": "oneill", "label": "O'Neill 2007", "len": 32, "page": 29, "printedPage": 12, "segment": "body", "counted": true, "srcPage": 30, "longPre": "to eliminate practices that promote the achievement gap among students of color.", "longRun": "The data collected helped to identify what district officials should provide to students and parents to allow them to make informed choices and to improve the primary key stakeholder understanding of the", "longPost": "SWPBS and the ISS program. Finally, this problem of practice will support", "srcPre": "educators and legislators to consider new programs and to eliminate existing programs.", "srcRun": "The data collected helped to identify what district officials should provide to students and parents to allow them to make informed choices and to improve the primary key stakeholder understanding of the", "srcPost": "expulsion process. Finally, the data identified areas where high school administrators may", "id": "passage-67" }, { "source": "oneill", "label": "O'Neill 2007", "len": 32, "page": 75, "printedPage": 58, "segment": "body", "counted": true, "srcPage": 48, "longPre": "1999 and 1999-2000 Statewide Report on School Safety and Discipline Data,", "longRun": "2001). These data include violent acts, alcohol and drugs, property crimes, weapons possession, and fighting. School boards have the legal right to separate a student from the district if the offense/s", "longPost": "falls within the guidelines of the Education Code for expulsion (Florida Department", "srcPre": "(19981999 and 1999-2000 Statewide Report on School Safety and Discipline Data,", "srcRun": "2001). These data include violent acts, alcohol and drugs, property crimes, weapons possession, and fighting. School boards have the legal right to separate a student from the district if the offense/s", "srcPost": "fall within the guidelines of the Education Code for expulsion (Florida Department", "id": "passage-68" }, { "source": "sularski", "label": "Sularski 2010", "len": 32, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 32, "longPre": "emotionally and behaviorally disturbed individuals. The event that spiraled SWPBS into schoolbased", "longRun": "interventions was the 1997 Individual with Disabilities Education Act (IDEA), which required the use of functional behavioral analysis (FBA) and the use of positive interventions as behavioral change strategies (Sugai and Horner,", "longPost": "2002; Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this", "srcPre": "and behaviorally disturbed individuals. The event that spiraled PBS into school-based", "srcRun": "interventions was the 1997 Individual with Disabilities Education Act (IDEA), which required the use of functional behavioral analysis (FBA) and the use of positive interventions as behavioral change strategies (Sugai and Horner,", "srcPost": "2002b; Turnbull, Wilcox, Stowe, and Turnbull, 2001). As a result of this", "id": "passage-69" }, { "source": "sularski", "label": "Sularski 2010", "len": 32, "page": 104, "printedPage": 87, "segment": "body", "counted": true, "srcPage": 33, "longPre": "NJDOE Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for", "longRun": "the use of PBS by citing a specific PBS model: the Social Emotional Teaching Pyramid Model proposed by Fox, Jack, & Broyles (2005). This PBS model will be reviewed later in this chapter.", "longPost": "Ripple Effects One of the intervention programs put in place in 2011-2012", "srcPre": "Preschool Program and Implementation Guidelines (NJDOE, 2008a) strengthened the mandate for 19", "srcRun": "the use of PBS by citing a specific PBS model: the Social Emotional Teaching Pyramid Model proposed by Fox, Jack, & Broyles (2005). This PBS model will be reviewed later in this chapter.", "srcPost": "Positive Behavior Supports The aim of PBS is to decrease problem behaviors", "id": "passage-70" }, { "source": "oneill", "label": "O'Neill 2007", "len": 31, "page": 52, "printedPage": 35, "segment": "body", "counted": true, "srcPage": 37, "longPre": "of Special Education Programs Center on Positive Behavioral Interventions and Supports, 1999).", "longRun": "Incident: A specific criminal act or offense involving one or more victims and one or more offenders. Individual Education Plan (IEP)\u2014\u201cThe IEP constitutes a written statement of each special education", "longPost": "Functional Behavior Assessment (FBA): A systematic process for describing problem behavior, and", "srcPre": "Education Programs Center on Positive Behavioral Interventions and Supports, 1999, p. 13).", "srcRun": "Incident: A specific criminal act or offense involving one or more victims and one or more offenders. \u2022 Individual Education Plan (IEP): \u201cThe IEP constitutes a written statement of each special education", "srcPost": "student\u2019s present level of educational performance, including 29 how the disability", "id": "passage-71" }, { "source": "sularski", "label": "Sularski 2010", "len": 31, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 33, "longPre": "which may extend the literature in this area. The aim of SWPBS", "longRun": "is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr,", "longPost": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior", "srcPre": "reviewed later in this chapter. Positive Behavior Supports The aim of PBS", "srcRun": "is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr,", "srcPost": "et al. 2002; Office of Special Education Programs Technical Assistance Center on", "id": "passage-72" }, { "source": "sularski", "label": "Sularski 2010", "len": 31, "page": 174, "printedPage": 157, "segment": "body", "counted": true, "srcPage": 33, "longPre": "evaluate SWPBS programs in in-schools suspension settings. The aim of SWPBS", "longRun": "is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr,", "longPost": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior", "srcPre": "reviewed later in this chapter. Positive Behavior Supports The aim of PBS", "srcRun": "is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr,", "srcPost": "et al. 2002; Office of Special Education Programs Technical Assistance Center on", "id": "passage-73" }, { "source": "oneill", "label": "O'Neill 2007", "len": 30, "page": 180, "printedPage": 163, "segment": "body", "counted": true, "srcPage": 139, "longPre": "educational placements especially on the fifty-two campuses that are PBIS campuses.", "longRun": "By giving each key stakeholder\u2019s perception a voice and showing how their perceptions overlap, the study demonstrates where gaps in communication exist and where improvements are needed for supporting", "longPost": "middle school students that are deep in adolescent development. The qualitative approach", "srcPre": "question or does not understand a word or item on a form.", "srcRun": "By giving each key stakeholder\u2019s perception a voice and showing how their perceptions overlap, the study demonstrates where gaps in communication exist and where improvements are needed for supporting", "srcPost": "high school ninth grade students with ED. The qualitative approach used may", "id": "passage-74" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 30, "page": 82, "printedPage": 65, "segment": "body", "counted": true, "srcPage": null, "longPre": "word, that you care Canter and Canter, (1992). Tobin, Sugai, and Colvin", "longRun": "(1996) \u201cfound that, for some students, suspension is primarily a predictor of further suspension, prompting the authors to conclude that for these students suspension functions as a reinforcer rather than", "longPost": "a punisher\u201d. When students are assigned in-school suspension, they are separated", "srcPre": "school population is decidedly not \"getting the message.\" Indeed, Tobin et al.", "srcRun": "(1996) found that, for some students, suspension is primarily a predictor of further suspension, prompting the authors to conclude that for these students \"suspension functions as a reinforcer...rather than", "srcPost": "as a punisher\" (p. 91). sion and school dropout may not be", "id": "passage-75" }, { "source": "sisco", "label": "Sisco 2006", "len": 30, "page": 28, "printedPage": 11, "segment": "body", "counted": true, "srcPage": 4, "longPre": "while reducing their recidivism rate through the implementation of the SWPBS. ISS", "longRun": "programs that assist in decreasing disruptive behaviors require constructive planning and implementation. A growing body of research offers school administrators some guiding principles in the development of effective ISS programs.", "longPost": "Furthermore, the study will conduct this analysis through in-depth interviews to", "srcPre": "a matter of \u201cbusy work\u201d rather than meaningful curricula. In-school suspension", "srcRun": "programs that assist in decreasing disruptive behaviors require constructive planning and implementation. A growing body of research offers school administrators some guiding principles in the development of effective ISS programs.", "srcPost": "These include: \u2022 Set criteria for entry: Teachers should know that admission to", "id": "passage-76" }, { "source": "oneill", "label": "O'Neill 2007", "len": 29, "page": 28, "printedPage": 11, "segment": "body", "counted": true, "srcPage": 29, "longPre": "process, program, and effectiveness of that program when utilizing SWPBS systems interventions.", "longRun": "A goal of interviewing multiple key stakeholders was to gain a systems perspective rather than the perspective of a single stakeholder. Through in-depth interviews, the study investigated the", "longPost": "ISS process and its outcomes as perceived by the teachers, administrators, and", "srcPre": "it was sensible to investigate how key stakeholders viewed the expulsion process.", "srcRun": "A goal of interviewing multiple key stakeholders was to gain a systems perspective rather than the perspective of a single stakeholder. Through in-depth interviews the study investigated the", "srcPost": "expulsion process and its outcomes as seen by students whose primary disability", "id": "passage-77" }, { "source": "sularski", "label": "Sularski 2010", "len": 29, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 33, "longPre": "Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). SWPBS", "longRun": "describes an approach for meeting the needs of children exhibiting challenging behaviors that examines the purpose of the behavior and focuses on teaching new skills to replace challenging behaviors.", "longPost": "SWPBS originally focused on the development of behavior support plans to help", "srcPre": "Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009). PBS", "srcRun": "describes an approach for meeting the needs of children exhibiting challenging behaviors that examines the purpose of the behavior and focuses on teaching new skills to replace challenging behaviors.", "srcPost": "PBS originally focused on the development of behavior support plans to help", "id": "passage-78" }, { "source": "sularski", "label": "Sularski 2010", "len": 28, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 33, "longPre": "individualized interventions to those students most at risk for future problems (Fox,", "longRun": "2005). Carr and colleagues highlighted that PBS emerged from three major areas. First, applied behavior analysis provided basic terminology and concepts that have contributed to the formulation of", "longPost": "SWPBS such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting.", "srcPre": "to those students most at risk for future problems (Fox, et al.,", "srcRun": "2005). Carr and colleagues highlighted that PBS emerged from three major areas. First, applied behavior analysis provided basic terminology and concepts that have contributed to the formulation of", "srcPost": "PBS such as stimulus-response, setting events, reinforcing consequences, shaping, and prompting.", "id": "passage-79" }, { "source": "sularski", "label": "Sularski 2010", "len": 28, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 34, "longPre": "are proactive rather than reactive. Another factor that is unique to SWPBS", "longRun": "as a behavioral intervention approach is that participants accept alternate scientific practices such as qualitative measures, self-reports, and interviews rather than requiring traditional experimental research methods. Moreover,", "longPost": "SWPBS embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr,", "srcPre": "are proactive rather than reactive. Another factor that is unique to PBS", "srcRun": "as a behavioral intervention approach is that participants accept alternate scientific practices such as qualitative measures, self-reports, and interviews rather than requiring traditional experimental research methods. Moreover,", "srcPost": "PBS embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr,", "id": "passage-80" }, { "source": "sularski", "label": "Sularski 2010", "len": 28, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 31, "longPre": "behaviors in a correctional facility for male juvenile offenders (Feinstein, 2003). SWPBS", "longRun": "was focused on addressing severe disabilities and behaviors, and was based on research regarding applied behavior analysis from the early 1980s. By the early 1990s, the application of", "longPost": "SWPBS expanded to not only the treatment of individuals with severe disabilities", "srcPre": "to the coining of a new term, positive behavior support (PBS). PBS", "srcRun": "was focused on addressing severe disabilities and behaviors, and was based on research regarding applied behavior analysis from the early 1980s. By the early 1990s, the application of", "srcPost": "PBS expanded to not only the treatment of 18 individuals with severe", "id": "passage-81" }, { "source": "oneill", "label": "O'Neill 2007", "len": 27, "page": 48, "printedPage": 31, "segment": "body", "counted": true, "srcPage": 33, "longPre": "participants in this study. The interview findings from the study are specific", "longRun": "to the school used in the study and, to a degree, to other high schools or school districts with similar pupil demographic characteristics. Role of the Researcher", "longPost": "The purpose of this section is to explain the both the resistance", "srcPre": "this study. 2. The interview findings from the study may be limited", "srcRun": "to the school used in the study and, to a degree, to other high schools or school districts with similar pupil demographic characteristics. Role of the Researcher", "srcPost": "I was the primary instrument for the data collection and analysis. Consequently,", "id": "passage-82" }, { "source": "oneill", "label": "O'Neill 2007", "len": 27, "page": 124, "printedPage": 107, "segment": "body", "counted": true, "srcPage": 76, "longPre": "key stakeholder interviews, interview notation transcriptions, field notes, and key artifacts. The", "longRun": "interview transcriptions included multiple perspectives from the different key stakeholders. The field notes were completed following each interview and included the researcher\u2019s observations and personal notes.", "longPost": "All interview transcriptions were typed, and then re-typed by a transcriber.", "srcPre": "interview transcriptions, field notes, and key artifacts. The audio taped interviews and", "srcRun": "interview transcriptions included multiple perspectives from the different key stakeholders. The field notes were completed following each interview and included the researcher\u2019s observations and personal notes.", "srcPost": "The key artifacts emerged from reviewing student records, communication between the key", "id": "passage-83" }, { "source": "oneill", "label": "O'Neill 2007", "len": 27, "page": 182, "printedPage": 165, "segment": "body", "counted": true, "srcPage": 140, "longPre": "programs continues to unfold and legislation regarding placement and frequency of placement", "longRun": "evolves, developing the appropriate balance between competing rights of multiple stakeholders continues to be a challenge that can best be met through careful consideration of all involved.", "longPost": "REFERENCES Advancement Project. (March, 2005). Education on lockdown: The schoolhouse to jailhouse", "srcPre": "themes. As research on the expulsion process continues to unfold and legislation", "srcRun": "evolves, developing the appropriate balance between competing rights of multiple stakeholders continues to be a challenge that can best be met through careful consideration of all involved.", "srcPost": "132 References Advancement Project (2005, March). Education on lockdown: The schoolhouse to", "id": "passage-84" }, { "source": "oneill", "label": "O'Neill 2007", "len": 26, "page": 61, "printedPage": 44, "segment": "body", "counted": true, "srcPage": 40, "longPre": "students were more likely to be placed in the in-school suspension", "longRun": "than female students (Morgan, 1991). In a study of one school in Kentucky, Fasko (1995) found that male students were disproportionately expelled. The National Center for", "longPost": "Educational Statistics (2003) shows 74,852 males were expelled from school throughout", "srcPre": "in Georgia found that male students were more likely to be expelled", "srcRun": "than female students (Morgan, 1991). In a study of one school in Kentucky, Fasko (1995) found that male students were disproportionately expelled. The National Center for", "srcPost": "32 Educational Statistics (2003) shows 74,852 males were expelled from school", "id": "passage-85" }, { "source": "ripple", "label": "Ripple Effects 2009", "len": 26, "page": 106, "printedPage": 89, "segment": "body", "counted": true, "srcPage": 16, "longPre": "specialized field of socialemotional learning has come from publications of the nonprofit", "longRun": "Collaborative for Academic, Social and Emotional Learning (CASEL) and the American Institutes of Research (AIR). Ripple Effects WSIS also draws theory directly from many academic disciplines", "longPost": "and traditions. Sources of these insights, strategies and processes are more disparate.", "srcPre": "of social-emotional learning has come from publications of the non profit", "srcRun": "Collaborative for Academic, Social and Emotional Learning (CASEL) and the American Institutes of Research (AIR). Ripple Effects WSIS also draws theory directly from many academic disciplines", "srcPost": "Page 1.2 The theoretical underpinnings of Ripple Effects\u2019 technology-driven system", "id": "passage-86" }, { "source": "gaustad", "label": "Gaustad 1992", "len": 26, "page": 78, "printedPage": 61, "segment": "body", "counted": true, "srcPage": 2, "longPre": "Leffert, & Roehlkepartain, (1999). Gottfredson, Gottfredson, and Hybl (1993) \u201ccalculate that in six", "longRun": "schools in Charleston, South Carolina, students lost 7,932 instructional days-44 years!-to in-school and out-of-school suspensions in a single academic year\u201d", "longPost": "Gottfredson, Gottfredson, and Hybl (1993). According to Blomberg (2000): \u201cIn-school suspension", "srcPre": "time. For example, Gottfredson and others (1989) calculate that in six middle", "srcRun": "schools in Charleston, South Carolina, students lost 7,932 instructional days--44 years!--to in-school and out-of-school suspensions in a single academic year.", "srcPost": "It is important to keep the ultimate goal in mind while working", "id": "passage-87" }, { "source": "sularski", "label": "Sularski 2010", "len": 25, "page": 102, "printedPage": 85, "segment": "body", "counted": true, "srcPage": 37, "longPre": "behavior support plans that were developed specifically for these boys (Freeman, 2006).", "longRun": "At an elementary school in Illinois, SWPBS was credited with preventing another 3rd grade boy from being classified as a student with a disability (Freeman,", "longPost": "2006). In this case, the boy was exhibiting a variety of problem", "srcPre": "that were developed specifically for these boys (Freeman, et al., 2006). 23", "srcRun": "At an elementary school in Illinois, SWPBS was credited with preventing another 3rd grade boy from being classified as a student with a disability (Freeman,", "srcPost": "et al., 2006). In this case, the boy was exhibiting a variety", "id": "passage-88" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 25, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 2, "longPre": "Act and revision of IDEA, schools are being encouraged to turn toward", "longRun": "proactive approaches that match the service a student receives with his/her level of need. One such approach is called Response to Intervention, or RtI.", "longPost": "RtI is defined as \u201cthe practice of providing high-quality instruction and", "srcPre": "Act and revision of IDEA, schools are being encouraged to turn towards", "srcRun": "proactive approaches that match the service a student receives with his/her level of need. One such approach is called Response to Intervention, or RtI.", "srcPost": "Response to Intervention (RtI) is defined as \u201cthe practice of providing high-quality", "id": "passage-89" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 25, "page": 86, "printedPage": 69, "segment": "body", "counted": true, "srcPage": null, "longPre": "Prior and Tuller (1991) described how an ISS reduced OSS numbers substantially:", "longRun": "\u201cIn a large-scale report of a district in Des Moines, Iowa and its ten public middle schools and five public high schools, the positive", "longPost": "result of ISS is celebrated by the fact that OSS suspensions were", "srcPre": "examined large school districts to try and determine the effectiveness of ISS.", "srcRun": "In a large scale report of a district in Des Moines, Iowa and its ten public middle schools and five public high schools, the positive", "srcPost": "effect of ISS is noted by the fact that OSS suspensions were", "id": "passage-90" }, { "source": "gaustad", "label": "Gaustad 1992", "len": 25, "page": 77, "printedPage": 60, "segment": "body", "counted": true, "srcPage": 2, "longPre": "safety of staff and students, and create an environment conducive to learning.", "longRun": "Effective school discipline strategies seek to encourage responsible behavior and to provide all students with a satisfying school experience as well as to discourage misconduct\u201d", "longPost": "(Gaustad, 1992). Major (1990) posited, \u201cWe punish so that students will know", "srcPre": "of good behavior is necessary, but not sufficient to ensure academic growth.\"", "srcRun": "Effective school discipline strategies seek to encourage responsible behavior and to provide all students with a satisfying school experience as well as to discourage misconduct.", "srcPost": "WHAT SCHOOL CHARACTERISTICS ARE ASSOCIATED WITH DISCIPLINE PROBLEMS?When Johns Hopkins University", "id": "passage-91" }, { "source": "oneill", "label": "O'Neill 2007", "len": 24, "page": 123, "printedPage": 106, "segment": "body", "counted": true, "srcPage": 75, "longPre": "abstract explanation for the process being studied in the research (Creswell, 2002).", "longRun": "Field notes were taken during the interview and key artifacts were obtained. The field notes and key artifacts provided additional validation to various themes.", "longPost": "Examples of key artifacts are as follows: Meeting agendas, instructional data, discipline", "srcPre": "paradigm. Axial coding provided a way to relate categories and subcategories together.", "srcRun": "Field notes were taken during the interview and key artifacts were obtained. The field notes and key artifacts provided additional validation to various themes.", "srcPost": "Finally, selective coding allowed a central phenomenon to emerge. Each theme surrounds", "id": "passage-92" }, { "source": "sularski", "label": "Sularski 2010", "len": 24, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 32, "longPre": "1990s, the application of SWPBS expanded to not only the treatment of", "longRun": "individuals with severe disabilities and behaviors, but it was also applied to the treatment of emotionally and behaviorally disturbed individuals. The event that spiraled", "longPost": "SWPBS into schoolbased interventions was the 1997 Individual with Disabilities Education Act", "srcPre": "the application of PBS expanded to not only the treatment of 18", "srcRun": "individuals with severe disabilities and behaviors, but it was also applied to the treatment of emotionally and behaviorally disturbed individuals. The event that spiraled", "srcPost": "PBS into school-based interventions was the 1997 Individual with Disabilities Education", "id": "passage-93" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 24, "page": 78, "printedPage": 61, "segment": "body", "counted": true, "srcPage": null, "longPre": "and its impact on student drop-out and dis-connectivity to schools\u201d.", "longRun": "Often it was felt that a more rehabilitative model of discipline, which offered positive supports for students who cause problems, could be more effective", "longPost": "than the exclusionary model of out of school suspension or OSS. Blomberg", "srcPre": "suspension arose because many were frustrated with the discipline design of OSS.", "srcRun": "Often it was felt that a more rehabilitative model of discipline, which offered positive supports for students who cause problems, could be more effective", "srcPost": "then the exclusionary model of OSS. ISS is one of the outgrowths", "id": "passage-94" }, { "source": "bader", "label": "Bader 1997", "len": 24, "page": 72, "printedPage": 55, "segment": "body", "counted": true, "srcPage": 6, "longPre": "and the courts have had a \u201cchilling effect\u201d on school districts, who", "longRun": "\u201c\u2026think twice before they start on the road to resolving a problem created by a student with a disability who presents a behavior problem\u201d", "longPost": "(Bader, 1997) and that \u201c\u2026.students who experience no consequences for antisocial behavior", "srcPre": "of disabled students is disputed by 4 5 parents, make school districts", "srcRun": "think twice before they start on the road to resolving a problem created by a student with a disability who presents a behavior problem.", "srcPost": "The resultant doubt and uncertainty make districts hesitant to act. The effect", "id": "passage-95" }, { "source": "bader", "label": "Bader 1997", "len": 24, "page": 72, "printedPage": 55, "segment": "body", "counted": true, "srcPage": 6, "longPre": "with a disability who presents a behavior problem\u201d (Bader, 1997) and that", "longRun": "\u201c\u2026.students who experience no consequences for antisocial behavior become more daring, coming to expect that they will not be held accountable for their actions\u201d", "longPost": "(Bader, 1997). In response to these concerns about a disciplinary double standard,", "srcPre": "act. The effect of school and district hesitancy has a further effect.", "srcRun": "Students who experience no consequences for antisocial behavior become more daring, coming to expect that they will not be held accountable for their actions.", "srcPost": "Teachers and paraprofessionals all over the country report that students tell them", "id": "passage-96" }, { "source": "courant", "label": "Hartford Courant 2005", "len": 24, "page": 83, "printedPage": 66, "segment": "body", "counted": true, "srcPage": null, "longPre": "below their grade level and are struggling to function in middle school.", "longRun": "It is not envisioned as punishment for unruly students, although behavioral problems and low self-esteem often go with poor academic performance, according to", "longPost": "staff report. The Assistant Superintendent stated that the \u201cprimary focus is not", "srcPre": "King Philip middle schools and involve fewer than 20 students from each.", "srcRun": "It is not envisioned as punishment for unruly students, although behavioral problems and low self-esteem often go with poor academic performance, according to", "srcPost": "a staff report presented to the school board Tuesday night. \u201cThe primary", "id": "passage-97" }, { "source": "oneill", "label": "O'Neill 2007", "len": 23, "page": 61, "printedPage": 44, "segment": "body", "counted": true, "srcPage": 40, "longPre": "Safe School Study reporting an increase in expulsion and in-school suspension", "longRun": "for male students. A study of secondary school students in a school in Georgia found that male students were more likely to be", "longPost": "placed in the in-school suspension than female students (Morgan, 1991). In", "srcPre": "national dataset from the Safe School Study reporting an increase in expulsion", "srcRun": "for male students. A study of secondary school students in a school in Georgia found that male students were more likely to be", "srcPost": "expelled than female students (Morgan, 1991). In a study of one school", "id": "passage-98" }, { "source": "oneill", "label": "O'Neill 2007", "len": 23, "page": 181, "printedPage": 164, "segment": "body", "counted": true, "srcPage": 140, "longPre": "don\u2019ts regarding to special education students and special education law. 4.", "longRun": "I would also recommend future research that includes focus groups of various key stakeholders at different schools to strategize regarding the identified themes.", "longPost": "5. At the campus level, dedicate a full-day comprehensive review of", "srcPre": "students and include students with ED and students not identified as ED.", "srcRun": "I would also recommend future research that includes focus groups of various key stakeholders at different schools to strategize regarding the identified themes.", "srcPost": "As research on the expulsion process continues to unfold and legislation evolves,", "id": "passage-99" }, { "source": "skibacod", "label": "Skiba 2000 Color of Discipline", "len": 23, "page": 87, "printedPage": 70, "segment": "body", "counted": true, "srcPage": null, "longPre": "Department of Education Office for Civil Rights reported, \u201cRates of suspension among", "longRun": "Black students were between two and three times higher than suspension rates for White students at the elementary, middle, and high school levels\u201d.", "longPost": "School suspension was used for minor offenses such as disrespect, attendance, and", "srcPre": "exceeded white students on a variety of measures. Rates of suspension for", "srcRun": "black students were between two and three times higher than suspension rates for white students at the elementary, middle, and high school levels.", "srcPost": "While 29 states suspended over 5 percent of their total black enrollment,", "id": "passage-100" }, { "source": "sisco", "label": "Sisco 2006", "len": 23, "page": 27, "printedPage": 10, "segment": "body", "counted": true, "srcPage": 2, "longPre": "guiding principles in the use for ISS in a SWPBS system school.", "longRun": "Appropriate use of these techniques can enhance the opportunity for disruptive students to exhibit pro-social behaviors and gain a successful school experience.", "longPost": "The particular nature of this problem is the denial of access to", "srcPre": "guiding principles in the use of time out and in-school suspension.", "srcRun": "Appropriate use of these techniques can enhance the opportunity for disruptive students to exhibit pro-social behaviors and gain a successful school experience.", "srcPost": "In addition, school policies and procedures that keep with the idea of", "id": "passage-101" }, { "source": "oneill", "label": "O'Neill 2007", "len": 22, "page": 179, "printedPage": 162, "segment": "body", "counted": true, "srcPage": 138, "longPre": "without knowledge of interventions can negatively impact parent perceptions of the school.", "longRun": "Moreover, the finding in this study and related studies by Moses (2001), Keleher (2000), and Curwin and Mendler (1999) all suggest that", "longPost": "administrators that dispense discipline consequences under zero tolerance policies further segregates students", "srcPre": "other research studies indicate; specifically that expulsion negatively impacts students with ED.", "srcRun": "Moreover, the finding in this study and related studies by Moses (2001), Keleher (2000), and Curwin and Mendler (1999) all suggest that", "srcPost": "expulsion under zero tolerance policies further segregates students who are already at", "id": "passage-102" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 22, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 2, "longPre": "Both RtI and SWPBS are grounded in differentiated instruction. Each approach delineates", "longRun": "critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels.", "longPost": "At Caden middle school RtI is in its beginning year for implementation.", "srcPre": "Both RtI and PBS are grounded in differentiated instruction. Each approach delimits", "srcRun": "critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels.", "srcPost": "Our goal is to describe the shared (identified in bold) characteristics of", "id": "passage-103" }, { "source": "gaustad", "label": "Gaustad 1992", "len": 22, "page": 79, "printedPage": 62, "segment": "body", "counted": true, "srcPage": 4, "longPre": "in future employment as well as in school\u201d. The researchers have presented", "longRun": "detailed procedures for \u201cde-escalating disruptive behavior, obtaining and maintaining instructional control, teaching alternative behaviors, and preparing students for classroom re-entry\u201d;", "longPost": "Black and Downs, (1992).Several research studies contended that punitive approaches only", "srcPre": "Team success in future employment as well as in school. They present", "srcRun": "detailed procedures for \"de-escalating disruptive behavior, obtaining and maintaining instructional control, teaching alternative behaviors, and preparing students for classroom re-entry.\"", "srcPost": "HOW IMPORTANT IS ADMINISTRATIVE LEADERSHIP? The principal plays an important leadership role", "id": "passage-104" }, { "source": "sularski", "label": "Sularski 2010", "len": 21, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 29, "longPre": "is the model that is being evaluated in the referral reduction task.", "longRun": "This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate", "longPost": "SWPBS programs in in-schools suspension settings. It provides the foundation for", "srcPre": "specific tools designed for evaluating PBS in preschool programs are also discussed.", "srcRun": "This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate", "srcPost": "PBS programs in early childhood settings. It provides the foundation for selecting", "id": "passage-105" }, { "source": "sularski", "label": "Sularski 2010", "len": 21, "page": 174, "printedPage": 157, "segment": "body", "counted": true, "srcPage": 29, "longPre": "is the model that is being evaluated in the referral reduction task.", "longRun": "This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate", "longPost": "SWPBS programs in in-schools suspension settings. The aim of SWPBS is", "srcPre": "specific tools designed for evaluating PBS in preschool programs are also discussed.", "srcRun": "This is a relevant aspect of the dissertation since it provides an underlying basis for understanding the need to further evaluate", "srcPost": "PBS programs in early childhood settings. It provides the foundation for selecting", "id": "passage-106" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 21, "page": 78, "printedPage": 61, "segment": "body", "counted": true, "srcPage": null, "longPre": "and suspension rate in their school\u201d, Tomczyk, (2000). Blomberg (2000) also argued,", "longRun": "\u201cSeveral research works that see problems with the current ISS framework, but do mention the limited success that ISS has achieved\u201d,", "longPost": "Short and Noblit (1985). Short and Noblit (1985) studied ten \u201csuccessful\u201d ISS", "srcPre": "of a truly objective measure of change. Measured against these models are", "srcRun": "several research works that see problems with the current ISS framework, but do mention the limited success that ISS has achieved.", "srcPost": "A good example of the limited potential an ISS room offers is", "id": "passage-107" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 21, "page": 87, "printedPage": 70, "segment": "body", "counted": true, "srcPage": null, "longPre": "Education Office for Civil Rights reported, \u201cRates of suspension among Black students", "longRun": "were between two and three times higher than suspension rates for White students at the elementary, middle, and high school levels\u201d.", "longPost": "School suspension was used for minor offenses such as disrespect, attendance, and", "srcPre": "Civil Rights (OCR) data, found rates of suspension for black students that", "srcRun": "were between two and three times higher than suspension rates for white students at the elementary, middle, and high school levels.", "srcPost": "While 29 states suspended over 5 percent of One could argue from", "id": "passage-108" }, { "source": "oneill", "label": "O'Neill 2007", "len": 20, "page": 179, "printedPage": 162, "segment": "body", "counted": true, "srcPage": 138, "longPre": "multiple key stakeholders to express their perspectives of the in-school suspension", "longRun": "experience. This study attempted to add a more in-depth authentic view of how various groups of key stakeholders view", "longPost": "both positive behavior supports and its use in the in-school suspension", "srcPre": "not allow multiple key stakeholders to express their perspectives of the expulsion", "srcRun": "experience. This study attempted to add a more in-depth authentic view of how various groups of key stakeholders view", "srcPost": "an expulsion. Implications for Future Practice and Research The results of this", "id": "passage-109" }, { "source": "sularski", "label": "Sularski 2010", "len": 20, "page": 95, "printedPage": 78, "segment": "body", "counted": true, "srcPage": 30, "longPre": "problems appear in the news on and all too frequent basis, citing", "longRun": "physical violence, property damage, homicide, and suicide. Today, school violence is so prevalent that there have even been incidents of", "longPost": "adolescent students making serious violent threats and carrying out those threats in", "srcPre": "appear in the news on an all too frequent basis, citing 16", "srcRun": "physical violence, property damage, homicide, and suicide. Today, school violence is so prevalent that there have even been incidents of", "srcPost": "preschoolers making serious violent threats. As a result of the increase in", "id": "passage-110" }, { "source": "sularski", "label": "Sularski 2010", "len": 20, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 33, "longPre": "behavior and focuses on teaching new skills to replace challenging behaviors. SWPBS", "longRun": "originally focused on the development of behavior support plans to help children and adults who exhibited challenging behavior. More recently,", "longPost": "SWPBS has been implemented at school-wide and program-wide levels. In", "srcPre": "behavior and focuses on teaching new skills to replace challenging behaviors. PBS", "srcRun": "originally focused on the development of behavior support plans to help children and adults who exhibited challenging behavior. More recently,", "srcPost": "PBS has been implemented at school-wide and program-wide levels. In", "id": "passage-111" }, { "source": "sularski", "label": "Sularski 2010", "len": 20, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 34, "longPre": "however, that make SWPBS a unique approach to addressing challenging behaviors. SWPBS", "longRun": "offers a comprehensive lifestyle change for behaviorally challenged individuals and their families, via a life-span perspective rather than a", "longPost": "short-term approach. It also offers ecological validity and meaningful application in", "srcPre": "however, that make PBS a unique approach to addressing challenging behaviors. PBS", "srcRun": "offers a comprehensive lifestyle change for behaviorally challenged individuals and their families, via a life-span perspective rather than a", "srcPost": "shortterm approach. It also offers ecological validity and meaningful application in real-world", "id": "passage-112" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 20, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 3, "longPre": "using PBIS increase the probability that the majority of students and adults", "longRun": "will act according to the expectations, and acts as a proactive intervention for students with a history of problem behavior.", "longPost": "School-Wide Positive Behavior Supports The SWPBS framework mandated for use at", "srcPre": "other professionals using PBS increase the probability that the majority of students", "srcRun": "will act according to the expectations, and acts as a proactive intervention for students with a history of problem behavior.", "srcPost": "Similarly, those who envision potential payoff from RtI see it coming from", "id": "passage-113" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 20, "page": 88, "printedPage": 71, "segment": "body", "counted": true, "srcPage": null, "longPre": "and O\u2019Neill (1989), working in the field of developmental psychopathology, purported:", "longRun": "For an adolescent at risk for antisocial behavior then, it seems unlikely that school suspension will successfully impact behavior. Rather,", "longPost": "suspension may simply accelerate the course of delinquency by providing a troubled", "srcPre": "(Ramsey, Walker, 16 ZERO TOLERANCE, ZERO EVIDENCE 14 Shinn, & O'Neill, 1989).", "srcRun": "For an adolescent at-risk for antisocial behavior then, it seems unlikely that school suspension will successfully impact behavior. Rather,", "srcPost": "interviewed by Thorson (1996) while in detention suspension may simply accelerate the", "id": "passage-114" }, { "source": "courant", "label": "Hartford Courant 2005", "len": 20, "page": 83, "printedPage": 66, "segment": "body", "counted": true, "srcPage": null, "longPre": "poor academic performance, according to staff report. The Assistant Superintendent stated that", "longRun": "the \u201cprimary focus is not a behavioral approach. It is an academic approach that seeks to build the kids up", "longPost": "The goal of this program is to return students to the mainstream", "srcPre": "according to a staff report presented to the school board Tuesday night.", "srcRun": "\u201cThe primary focus is not a behavioral approach. It is an academic approach that seeks to build the kids up,\u201d", "srcPost": "Assistant Superintendent Alex Nardone told board members. For that reason, administrators say,", "id": "passage-115" }, { "source": "oneill", "label": "O'Neill 2007", "len": 19, "page": 29, "printedPage": 12, "segment": "body", "counted": true, "srcPage": 30, "longPre": "students placed in ISS. Identifying the gaps in information between these three", "longRun": "groups of key stakeholders who were interviewed may help school districts meet the needs of some of their most", "longPost": "at-risk students. The purpose of this study was to would unmask", "srcPre": "including manifestation determination procedures. Identifying the gaps in information between these four", "srcRun": "groups of key stakeholders who were interviewed may help school districts meet the needs of some of their most", "srcPost": "atrisk students. At this time, determining the proper balance between competing rights", "id": "passage-116" }, { "source": "oneill", "label": "O'Neill 2007", "len": 19, "page": 48, "printedPage": 31, "segment": "body", "counted": true, "srcPage": 33, "longPre": "Do the perceptions of the (ISS) process and placement of students among", "longRun": "different key stakeholders differ and if so, how? For the purpose of the study the following limitations are noted:", "longPost": "A purposeful sample of key stakeholders from one school and one school", "srcPre": "What are the perceptions of administrators? 3. Do the perceptions of the", "srcRun": "different key stakeholders differ and if so, how? For the purpose of the study the following limitations are noted:", "srcPost": "1. Using a purposeful sample of key stakeholders from one school and", "id": "passage-117" }, { "source": "oneill", "label": "O'Neill 2007", "len": 18, "page": 61, "printedPage": 44, "segment": "body", "counted": true, "srcPage": 40, "longPre": "also investigated the role of gender as a significant variable in placements.", "longRun": "Palley (2002) reported findings from a national dataset from the Safe School Study reporting an increase in expulsion", "longPost": "and in-school suspension for male students. A study of secondary school", "srcPre": "also investigated the role of gender as a significant variable in expulsions.", "srcRun": "Palley (2002) reported findings from a national dataset from the Safe School Study reporting an increase in expulsion", "srcPost": "for male students. A study of secondary school students in a school", "id": "passage-118" }, { "source": "sularski", "label": "Sularski 2010", "len": 18, "page": 38, "printedPage": 21, "segment": "body", "counted": true, "srcPage": 16, "longPre": "customized interventions and support to advance or recover the school climate. SWPBS", "longRun": "models are being used in school settings as a method of choice for reducing challenging behaviors and promoting", "longPost": "pro-social behaviors. The SWPBS approach was originally developed as a substitute", "srcPre": "the need for behavioral interventions in other grades. Positive Behavior Support (PBS)", "srcRun": "models are being used in school settings as a method of choice for reducing challenging behaviors and promoting", "srcPost": "prosocial behaviors. The PBS approach was originally developed as an alternative to", "id": "passage-119" }, { "source": "sularski", "label": "Sularski 2010", "len": 18, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 29, "longPre": "understanding the need to further evaluate SWPBS programs in in-schools suspension", "longRun": "settings. It provides the foundation for selecting an evaluation approach which may extend the literature in this area.", "longPost": "The aim of SWPBS is to decrease problem behaviors and increase positive", "srcPre": "for understanding the need to further evaluate PBS programs in early childhood", "srcRun": "settings. It provides the foundation for selecting an evaluation approach which may extend the literature in this area.", "srcPost": "History of Approaches for Addressing Problem Behaviors in Schools Teachers have been", "id": "passage-120" }, { "source": "sularski", "label": "Sularski 2010", "len": 18, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 34, "longPre": "regularization/inclusion movement, and person-centered values have given birth to SWPBS", "longRun": "as a new, but still evolving applied science. It is the manner in which the critical features of", "longPost": "SWPBS are integrated, however, that make SWPBS a unique approach to addressing", "srcPre": "normalization/inclusion movement, and person-centered values have given birth to PBS", "srcRun": "as a new, but still evolving applied science. It is the manner in which the critical features of", "srcPost": "PBS are integrated, however, that make PBS a unique approach to addressing", "id": "passage-121" }, { "source": "sularski", "label": "Sularski 2010", "len": 18, "page": 100, "printedPage": 83, "segment": "body", "counted": true, "srcPage": 35, "longPre": "problem behaviors and involves individualized systems supports. The presentation of School-Wide", "longRun": "Positive Behavior Supports one focus of the Individuals with Disabilities Education Act (IDEA) was on the use of", "longPost": "SWPBS and functional behavior assessments (FBA) for students with disabilities. IDEA also", "srcPre": "risk for problem behaviors and involves individualized systems supports. The Application of", "srcRun": "Positive Behavior Supports One focus of the Individuals with Disabilities Education Act (IDEA) was on the use of", "srcPost": "PBS and functional behavior assessments (FBA) for students with disabilities. IDEA also", "id": "passage-122" }, { "source": "sularski", "label": "Sularski 2010", "len": 18, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 32, "longPre": "of Positive Behavior Interventions. By the late 1990s and early 2000s, SWPBS", "longRun": "was applied to early intervention with young children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner", "longPost": "(2002) introduced a now widely accepted, multi-tiered framework for SWPBS. The", "srcPre": "of Positive Behavior Interventions. By the late 1990s and early 2000s, PBS", "srcRun": "was applied to early intervention with young children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner", "srcPost": "(2002a) introduced a now widely accepted, multi-tiered framework for PBS. The", "id": "passage-123" }, { "source": "sularski", "label": "Sularski 2010", "len": 18, "page": 162, "printedPage": 145, "segment": "body", "counted": true, "srcPage": 33, "longPre": "the BringTogether School District. The purpose of school-wide positive behavior supports", "longRun": "is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for", "longPost": "students and adults building wide (Carr, 2007; Carr, 2002; Office of Special", "srcPre": "reviewed later in this chapter. Positive Behavior Supports The aim of PBS", "srcRun": "is to decrease problem behaviors and increase positive behaviors in order to influence the quality of life for", "srcPost": "individuals with behavioral disabilities or other disorders that impact behavior (Carr, 2007;", "id": "passage-124" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 18, "page": 86, "printedPage": 69, "segment": "body", "counted": true, "srcPage": null, "longPre": "students\u2019 reactions to their in-school suspension experience. The vice principal stated,", "longRun": "\u201cWhen I hear students talk about their ISS experience, they often mention something about the counsel they received\u201d.", "longPost": "Opuni, Kwam, Tullis, Sanches, and Gonzalez (1990) recognized an in-school suspension", "srcPre": "out-of-school suspension\u2026I know it has an impact on students.", "srcRun": "When I hear students talk about their ISS experience, they often mention something about the counsel they received\u201d", "srcPost": "(p.15). This attitude toward the ISS initiative helps illustrate the objectives", "id": "passage-125" }, { "source": "oneill", "label": "O'Neill 2007", "len": 17, "page": 122, "printedPage": 105, "segment": "body", "counted": true, "srcPage": 67, "longPre": "ethical and legal reasons. The IRB granted approval to conduct the study.", "longRun": "The research method that best met the goals of the study, and was appropriate to investigate the", "longPost": "School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction", "srcPre": "analysis the IRB conducted and approved a final review of the study.", "srcRun": "The research method that best met the goals of the study, and was appropriate to investigate the", "srcPost": "perceptions of key stakeholders involved in the expulsion process was indepth interviews.", "id": "passage-126" }, { "source": "oneill", "label": "O'Neill 2007", "len": 17, "page": 180, "printedPage": 163, "segment": "body", "counted": true, "srcPage": 139, "longPre": "needed for supporting middle school students that are deep in adolescent development.", "longRun": "The qualitative approach used may elucidate patterns that will influence policy or program changes and ultimately reduce", "longPost": "recidivism rates among students of color. Implications for Future Research Further, as", "srcPre": "improvements are needed for supporting high school ninth grade students with ED.", "srcRun": "The qualitative approach used may elucidate patterns that will influence policy or program changes and ultimately reduce", "srcPost": "expulsion rates for students with an emotional disturbance. Researchers and educators should", "id": "passage-127" }, { "source": "sularski", "label": "Sularski 2010", "len": 17, "page": 38, "printedPage": 21, "segment": "body", "counted": true, "srcPage": 16, "longPre": "pro-social behaviors. The SWPBS approach was originally developed as a substitute", "longRun": "to aversive interventions for students exhibiting severe forms of aggression and self-injurious behaviors (Carr, 2007; Carr,", "longPost": "2002). SWPBS is now being used with an extensive variety of students", "srcPre": "promoting prosocial behaviors. The PBS approach was originally developed as an alternative", "srcRun": "to aversive interventions for students exhibiting severe forms of aggression and self-injurious behaviors (Carr, 2007; Carr", "srcPost": "et al. 2002). PBS is now being used with a wide range", "id": "passage-128" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 17, "page": 88, "printedPage": 71, "segment": "body", "counted": true, "srcPage": null, "longPre": "is among the most common consequences for disciplinary infractions\u201d. The article affirmed,", "longRun": "\u201cSuspension appears to be used with greater frequency in urban areas than in suburban or rural areas\u201d.", "longPost": "Ramsey, Walker, Shinn, and O\u2019Neill (1989), working in the field of", "srcPre": "suspended at least once during the school year (Skiba et al., 1997).", "srcRun": "Suspension appears to be used with greater frequency in urban areas than in suburban or rural areas", "srcPost": "(Massachusetts Advocacy Center, 1986; Wu et al., 1982). As might be expected", "id": "passage-129" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 17, "page": 88, "printedPage": 71, "segment": "body", "counted": true, "srcPage": null, "longPre": "then, it seems unlikely that school suspension will successfully impact behavior. Rather,", "longRun": "suspension may simply accelerate the course of delinquency by providing a troubled youth with little parental supervision", "longPost": "and more opportunities to socialize with deviant peers. In an article entitled", "srcPre": "will successfully impact behavior. Rather, interviewed by Thorson (1996) while in detention", "srcRun": "suspension may simply accelerate the course of delinquency by providing a troubled youth with little parental supervision", "srcPost": "more opportunities to socialize with deviant peers. As one student put it:", "id": "passage-130" }, { "source": "oneill", "label": "O'Neill 2007", "len": 16, "page": 175, "printedPage": 158, "segment": "body", "counted": true, "srcPage": 138, "longPre": "solid foundation and cooperation in the implementation of the PBIS system. Recommendations", "longRun": "for Future Practice and Research The results of this study further demonstrate some of the problems", "longPost": "with program implementation and effectively meeting the needs of students placed in", "srcPre": "view of how various groups of key stakeholders view an expulsion. Implications", "srcRun": "for Future Practice and Research The results of this study further demonstrate some of the problems", "srcPost": "and some of the perceived benefits expulsions create. Each of the key", "id": "passage-131" }, { "source": "sularski", "label": "Sularski 2010", "len": 16, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 33, "longPre": "with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr,", "longRun": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009).", "longPost": "SWPBS describes an approach for meeting the needs of children exhibiting challenging", "srcPre": "disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al.", "srcRun": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009).", "srcPost": "PBS describes an approach for meeting the needs of children exhibiting challenging", "id": "passage-132" }, { "source": "sularski", "label": "Sularski 2010", "len": 16, "page": 100, "printedPage": 83, "segment": "body", "counted": true, "srcPage": 34, "longPre": "from ecological, environmental, and community psychology (Carr, 2002). Sugai and Horner (2002)", "longRun": "developed a continuum of behavior supports based on a public health and disease prevention model. The", "longPost": "SWPBS continuum was designed to provide supports based on the relative needs", "srcPre": "environmental, and community psychology (Carr, et al., 2002). Sugai and Horner (2002a)", "srcRun": "developed a continuum of behavior supports based on a public health and disease prevention model. The", "srcPost": "PBS continuum was designed to 21 provide supports based on the relative", "id": "passage-133" }, { "source": "sularski", "label": "Sularski 2010", "len": 16, "page": 100, "printedPage": 83, "segment": "body", "counted": true, "srcPage": 35, "longPre": "Individuals with Disabilities Education Act (IDEA) was on the use of SWPBS", "longRun": "and functional behavior assessments (FBA) for students with disabilities. IDEA also required that schools apply the", "longPost": "SWPBS approach to students who have not already been identified as eligible", "srcPre": "Individuals with Disabilities Education Act (IDEA) was on the use of PBS", "srcRun": "and functional behavior assessments (FBA) for students with disabilities. IDEA also required that schools apply the", "srcPost": "PBS approach to students who have not already been identified as eligible", "id": "passage-134" }, { "source": "sularski", "label": "Sularski 2010", "len": 16, "page": 101, "printedPage": 84, "segment": "body", "counted": true, "srcPage": 35, "longPre": "This broad basis underscored the need for schools to adopt the SWPBS", "longRun": "approach for all students, which resulted in the development of school-wide PBS (SWPBS; Sugai & Horner,", "longPost": "2002). Sugai and Horner (2002) identified four key elements of SWPBS: outcomes", "srcPre": "This broad basis underscored the need for schools to adopt the PBS", "srcRun": "approach for all students, which resulted in the development of school-wide PBS (SWPBS; Sugai & Horner,", "srcPost": "2002a). Sugai and Horner (2002a) identified four key elements of PBS: outcomes", "id": "passage-135" }, { "source": "sularski", "label": "Sularski 2010", "len": 16, "page": 162, "printedPage": 145, "segment": "body", "counted": true, "srcPage": 33, "longPre": "quality of life for students and adults building wide (Carr, 2007; Carr,", "longRun": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009).", "longPost": "In Bring-Together ISD the purpose of PBIS is defined as: \u201cTo", "srcPre": "disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al.", "srcRun": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009).", "srcPost": "PBS describes an approach for meeting the needs of children exhibiting challenging", "id": "passage-136" }, { "source": "sularski", "label": "Sularski 2010", "len": 16, "page": 174, "printedPage": 157, "segment": "body", "counted": true, "srcPage": 33, "longPre": "with behavioral disabilities or other disorders that impact behavior (Carr, 2007; Carr,", "longRun": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009).", "longPost": "According to the research literature, SWPBS has been implemented at school-wide", "srcPre": "disabilities or other disorders that impact behavior (Carr, 2007; Carr, et al.", "srcRun": "2002; Office of Special Education Programs Technical Assistance Center on Positive Behavior Interventions and Supports, 2009).", "srcPost": "PBS describes an approach for meeting the needs of children exhibiting challenging", "id": "passage-137" }, { "source": "gaustad", "label": "Gaustad 1992", "len": 16, "page": 79, "printedPage": 62, "segment": "body", "counted": true, "srcPage": 3, "longPre": "in-school suspension programs\u201d, Wayson & Pinnell, (1982). Black and Downs (1992) \u201curged", "longRun": "administrators to regard disciplinary referrals as opportunities to teach students valuable social skills that will promote", "longPost": "success in future employment as well as in school\u201d. The researchers have", "srcPre": "don't know how to act appropriately. Black and Downs (1992) urge", "srcRun": "administrators to regard disciplinary referrals as opportunities to teach students valuable social skills that will promote", "srcPost": "ED350727 1992-12-00 School Discipline. ERIC Digest, Number 78. Page 3", "id": "passage-138" }, { "source": "oakland", "label": "Oakland Commission 1992", "len": 16, "page": 80, "printedPage": 63, "segment": "body", "counted": true, "srcPage": 10, "longPre": "decline when students are actively engaged in learning and helped to succeed.", "longRun": "Researchers have shown that suspensions can \u201cinterfere with academic achievement and the social development of students\u201d,", "longPost": "which can widen the achievement gap among students of color, (Commission for", "srcPre": "of education literature indicate that suspensions hurt students in school.\" multiple ways.", "srcRun": "Researchers have shown that suspensions can interfere with academic achievement and the social development of students.", "srcPost": "3 1;05100st is S+chooll and mad M The Disparate Impacts", "id": "passage-139" }, { "source": "oneill", "label": "O'Neill 2007", "len": 15, "page": 59, "printedPage": 42, "segment": "body", "counted": true, "srcPage": 39, "longPre": "National Perspective of Disparities in In-School Suspension To further the discussion,", "longRun": "federal law does not require the inclusion of students who are delinquent in public schools", "longPost": "receive interventions based on their academic, behavioral and or cultural needs. Many", "srcPre": "inclusion of all students with disabilities in state public education systems. However,", "srcRun": "federal law does not require the inclusion of students who are delinquent in public schools", "srcPost": "and many children with mental health disabilities, some of whom may not", "id": "passage-140" }, { "source": "oneill", "label": "O'Neill 2007", "len": 15, "page": 179, "printedPage": 162, "segment": "body", "counted": true, "srcPage": 138, "longPre": "a post-positivistic lens where truth is presented from the participants\u2019 perspective.", "longRun": "Previous research often did not allow multiple key stakeholders to express their perspectives of the", "longPost": "in-school suspension experience. This study attempted to add a more in-depth", "srcPre": "as ED are quantitative studies focusing on statistical summaries of demographic variables.", "srcRun": "Previous research often did not allow multiple key stakeholders to express their perspectives of the", "srcPost": "expulsion experience. This study attempted to add a more in-depth authentic", "id": "passage-141" }, { "source": "oneill", "label": "O'Neill 2007", "len": 15, "page": 180, "printedPage": 163, "segment": "body", "counted": true, "srcPage": 139, "longPre": "this body of literature. Recognizing the gaps in information between the three", "longRun": "groups of key stakeholders interviewed will assist and challenge school districts to improve discipline procedures", "longPost": "in disciplinary alternative educational placements especially on the fifty-two campuses that", "srcPre": "this body of literature. Recognizing the gaps in information between the four", "srcRun": "groups of key stakeholders interviewed will assist and challenge school districts to improve discipline procedures", "srcPost": "and options for their students identified as ED. For example to build", "id": "passage-142" }, { "source": "sularski", "label": "Sularski 2010", "len": 15, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 28, "longPre": "in schools and alternative settings. Most of the current literature on SWPBS", "longRun": "is focused on implementation at school age grade levels (kindergarten through high school) and not", "longPost": "in in-school suspension settings. This discussion, therefore, is relevant to the", "srcPre": "in schools and alternate settings. Most of the current literature on PBS", "srcRun": "is focused on implementation at school age grade levels (kindergarten through high school) and not", "srcPost": "on preschool. This discussion, therefore, is relevant to the dissertation because it", "id": "passage-143" }, { "source": "sularski", "label": "Sularski 2010", "len": 15, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 29, "longPre": "mandated for use at Caden Middle School with a 90% staff voting", "longRun": "is presented and each level of support in the framework is reviewed in this section.", "longPost": "The Bring-Together independent school district does not approve implementation of the", "srcPre": "PBS framework mandated for use in early childhood programs by the NJDOE", "srcRun": "is presented and each level of support in the framework is reviewed in this section.", "srcPost": "An understanding of this particular PBS model is relevant to the dissertation", "id": "passage-144" }, { "source": "sularski", "label": "Sularski 2010", "len": 15, "page": 174, "printedPage": 157, "segment": "body", "counted": true, "srcPage": 29, "longPre": "mandated for use at Caden Middle School with a 90% staff voting", "longRun": "is presented and each level of support in the framework is reviewed in this section.", "longPost": "The Bring-Together independent school district does not approve implementation of the", "srcPre": "PBS framework mandated for use in early childhood programs by the NJDOE", "srcRun": "is presented and each level of support in the framework is reviewed in this section.", "srcPost": "An understanding of this particular PBS model is relevant to the dissertation", "id": "passage-145" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 15, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 2, "longPre": "and applying child response data t important educational decisions\u201d (Batsche, 2006). SWPBS", "longRun": "is a process that is consistent with the core principles of RtI. Similar to RtI,", "longPost": "SWPBS offers a range of interventions that are systematically applied to students", "srcPre": "Assistance Center on Positive Behavioral Interventions & Supports, 2007). Positive Behavior Support (PBS)", "srcRun": "is a process that is consistent with the core principles of RtI. Similar to RtI,", "srcPost": "PBS offers a range of interventions that are systematically applied to students", "id": "passage-146" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 15, "page": 86, "printedPage": 69, "segment": "body", "counted": true, "srcPage": null, "longPre": "of ISS is celebrated by the fact that OSS suspensions were rigorously", "longRun": "reduced, because a district goal was to make half of all suspensions in school\u201d. Prior", "longPost": "and Tuller cited the students\u2019 reactions to their in-school suspension experience.", "srcPre": "of ISS is noted by the fact that OSS suspensions were severely", "srcRun": "reduced, because a district goal was to make half of all suspensions \u201cin school\u201d (Prior", "srcPost": "Tuller, 1991). The report lists the enthusiasm that several faculty and staff", "id": "passage-147" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 15, "page": 72, "printedPage": 55, "segment": "body", "counted": true, "srcPage": 6, "longPre": "on schools. The differential procedures for disciplining students with and without disabilities", "longRun": "\u201c\u2026led to the perception of a double standard for student discipline and gave rise to", "longPost": "concerns about the fairness of school discipline policies for students with disabilities\u201d", "srcPre": "students involved in similar infractions were suspended or expelled without services. This", "srcRun": "led to the perception of a double standard for student discipline and gave rise to", "srcPost": "llie term \"free, appropriate public education\" means special education and related services", "id": "passage-148" }, { "source": "oneill", "label": "O'Neill 2007", "len": 14, "page": 29, "printedPage": 12, "segment": "body", "counted": true, "srcPage": 30, "longPre": "Finally, this problem of practice will support Caden Middle School\u2019s compliance", "longRun": "with IDEA\u2019s disciplinary provisions while balancing these legal requirements with individual student rights.", "longPost": "Alignment with the SWPBS framework ensures that Caden Middle School is fostering", "srcPre": "need training and improved communication at expulsion meetings in order to comply", "srcRun": "with IDEA\u2019s disciplinary provisions while balancing these legal requirements with individual student rights.", "srcPost": "Method A text analysis approach was followed in the present study. Text", "id": "passage-149" }, { "source": "oneill", "label": "O'Neill 2007", "len": 14, "page": 48, "printedPage": 31, "segment": "body", "counted": true, "srcPage": 33, "longPre": "how? For the purpose of the study the following limitations are noted:", "longRun": "A purposeful sample of key stakeholders from one school and one school district in", "longPost": "Texas may only produce findings and issues relevant to the individual participants", "srcPre": "the purpose of the study the following limitations are noted: 1. Using", "srcRun": "a purposeful sample of key stakeholders from one school and one school district in", "srcPost": "Florida may only produce findings and issues relevant to the individual participants", "id": "passage-150" }, { "source": "oneill", "label": "O'Neill 2007", "len": 14, "page": 48, "printedPage": 31, "segment": "body", "counted": true, "srcPage": 33, "longPre": "of key stakeholders from one school and one school district in Texas", "longRun": "may only produce findings and issues relevant to the individual participants in this study.", "longPost": "The interview findings from the study are specific to the school used", "srcPre": "of key stakeholders from one school and one school district in Florida", "srcRun": "may only produce findings and issues relevant to the individual participants in this study.", "srcPost": "2. The interview findings from the study may be limited to the", "id": "passage-151" }, { "source": "oneill", "label": "O'Neill 2007", "len": 14, "page": 179, "printedPage": 162, "segment": "body", "counted": true, "srcPage": 138, "longPre": "assisted them in the process of improvement particularly among students of color.", "longRun": "Overall the findings of this study affirm what other research studies indicate; specifically that", "longPost": "placements in-school suspension programs repeated over time without knowledge of interventions", "srcPre": "is consistent with the findings from a study conducted by Piechura (1993).", "srcRun": "Overall the findings of this study affirm what other research studies indicate; specifically that", "srcPost": "expulsion negatively impacts students with ED. Moreover, the finding in this study", "id": "passage-152" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 14, "page": 78, "printedPage": 61, "segment": "body", "counted": true, "srcPage": null, "longPre": "present form. On the other hand, Tomczyk (2000) viewed ISS as working", "longRun": "\u201cso effectively that it dramatically changes the discipline climate and suspension rate in their", "longPost": "school\u201d, Tomczyk, (2000). Blomberg (2000) also argued, \u201cSeveral research works that see", "srcPre": "are often limited case examples of schools and districts that use ISS", "srcRun": "so effectively that it dramatically changes the discipline climate and suspension rate in their", "srcPost": "schools (Haley 2000; Tomczyk 2000). These case studies show promise, but they", "id": "passage-153" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 14, "page": 172, "printedPage": 155, "segment": "body", "counted": true, "srcPage": null, "longPre": "(2000) who viewed a ISS program with positive behavior supports as working", "longRun": "\u201cso effectively that it dramatically changes the discipline climate and suspension rate in their", "longPost": "school\u201d. Response to Intervention Recent updates to state and federal special education", "srcPre": "are often limited case examples of schools and districts that use ISS", "srcRun": "so effectively that it dramatically changes the discipline climate and suspension rate in their", "srcPost": "schools (Haley 2000; Tomczyk 2000). These case studies show promise, but they", "id": "passage-154" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 14, "page": 52, "printedPage": 35, "segment": "body", "counted": true, "srcPage": 6, "longPre": "without charge; (b) meet the standards of the state education agency; (c)", "longRun": "include an appropriate preschool, elementary, or secondary school education in the state involved; and", "longPost": "(d) are provided in conformity with the IEP of a student with", "srcPre": "direction, and without charge; meet the standards of the state educational agency;", "srcRun": "include an appropriate preschool, elementary, or secondary school education in the state involved; and", "srcPost": "are provided in conformity with an individualized education program (IEP). 20 U.S.C.", "id": "passage-155" }, { "source": "oneill", "label": "O'Neill 2007", "len": 13, "page": 27, "printedPage": 10, "segment": "body", "counted": true, "srcPage": 29, "longPre": "in-school suspension (ISS) as a reduction method for future ISS placements.", "longRun": "Given the history of disproportionate exclusion of particular groups, and the severe negative", "longPost": "academic consequences of repeated exclusion from the instructional classroom setting, it was", "srcPre": "by allowing perceptions of key stakeholders to emerge. Purpose of the Study", "srcRun": "Given the history of disproportionate exclusion of particular groups, and the severe negative", "srcPost": "consequences of repeated exclusion, it was sensible to investigate how key stakeholders", "id": "passage-156" }, { "source": "oneill", "label": "O'Neill 2007", "len": 13, "page": 47, "printedPage": 30, "segment": "body", "counted": true, "srcPage": 35, "longPre": "some findings in the study. Consequently, I will inform all participants who", "longRun": "would be willing to discuss the results at any time in the future.", "longPost": "Analysis of all collected data will begin in May and continue throughout", "srcPre": "some findings in the study. Consequently, I informed all participants that I", "srcRun": "would be willing to discuss the results at any time in the future.", "srcPost": "Definition of Terms \u2022 Behavior Intervention Plan (BIP): A plan of strategies and", "id": "passage-157" }, { "source": "oneill", "label": "O'Neill 2007", "len": 13, "page": 75, "printedPage": 58, "segment": "body", "counted": true, "srcPage": 143, "longPre": "of Equity, Safety and School Support, keeps statewide data for expelled students", "longRun": "(1998- 1999 and 1999-2000 Statewide Report on School Safety and Discipline Data,", "longPost": "2001). These data include violent acts, alcohol and drugs, property crimes, weapons", "srcPre": "of counties at risk. www.flcounties.com Florida Department of Education (2001).", "srcRun": "1998-1999 and 1999-2000 Statewide report on school safety and discipline data.", "srcPost": "http://www.fldoe.org/ Florida Department of Education (2006). Florida school indicators", "id": "passage-158" }, { "source": "oneill", "label": "O'Neill 2007", "len": 13, "page": 159, "printedPage": 142, "segment": "body", "counted": true, "srcPage": 33, "longPre": "the placement students of color in the ISS program experience the process?", "longRun": "Do the perceptions of the different key stakeholders differ and if so, how?", "longPost": "Field notes from faculty, PBIS Level I and II, instructional team meetings,", "srcPre": "perceptions of district representatives? 2b. What are the perceptions of administrators? 3.", "srcRun": "Do the perceptions of the different key stakeholders differ and if so, how?", "srcPost": "For the purpose of the study the following limitations are noted: 1.", "id": "passage-159" }, { "source": "oneill", "label": "O'Neill 2007", "len": 13, "page": 169, "printedPage": 152, "segment": "body", "counted": true, "srcPage": 13, "longPre": "behavior support initiatives being interpreted through the philosophical lens called zero tolerance.", "longRun": "\u201cZero tolerance policy was defined as a school district policy that mandates predetermined", "longPost": "consequences/s or punishment for specific offenses\u201d (Christensen, 2003). This mode of", "srcPre": "school\u2019s culture and discipline procedures. For the purposes of this study, a", "srcRun": "zero tolerance policy was defined as a school district policy that mandates predetermined", "srcPost": "consequence/s or 5 punishment for specific offenses (Christensen, 2003). The public\u2019s", "id": "passage-160" }, { "source": "sularski", "label": "Sularski 2010", "len": 13, "page": 101, "printedPage": 84, "segment": "body", "counted": true, "srcPage": 35, "longPre": "Horner, 2002). Sugai and Horner (2002) identified four key elements of SWPBS:", "longRun": "outcomes defined and valued by stakeholders; research validated practices; data-driven decision making;", "longPost": "and a process level perspective (committees, families, administrative leadership, etc.). To make", "srcPre": "Horner, 2002a). Sugai and Horner (2002a) identified four key elements of PBS:", "srcRun": "outcomes defined and valued by stakeholders; research validated practices; data-driven decision making;", "srcPost": "22 and a process level perspective (committees, families, administrative leadership, etc.). To", "id": "passage-161" }, { "source": "blomberg", "label": "Blomberg 2004", "len": 13, "page": 78, "printedPage": 61, "segment": "body", "counted": true, "srcPage": null, "longPre": "single academic year\u201d Gottfredson, Gottfredson, and Hybl (1993). According to Blomberg (2000):", "longRun": "\u201cIn-school suspension arose because many were frustrated with the discipline design of", "longPost": "out of school suspension, and its impact on student drop-out and", "srcPre": "very real problems with this discipline practice. In-School Suspension: Research Findings", "srcRun": "In school suspension arose because many were frustrated with the discipline design of", "srcPost": "OSS. Often it was felt that a more rehabilitative model of discipline,", "id": "passage-162" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 13, "page": 73, "printedPage": 56, "segment": "body", "counted": true, "srcPage": 9, "longPre": "fourths of the administrators said policies for disciplining special education students had", "longRun": "a positive or neutral effect on school safety and orderliness. However, about 27%", "longPost": "of the principals said different disciplinary procedures for special education students were", "srcPre": "cases are based on both federal IDEA and local policies) as having", "srcRun": "a positive or neutral effect on school safety and orderliness. However, about 27", "srcPost": "percent of principals reported that a separate discipline policy for special education", "id": "passage-163" }, { "source": "oneill", "label": "O'Neill 2007", "len": 12, "page": 45, "printedPage": 28, "segment": "body", "counted": true, "srcPage": 31, "longPre": "teachers, and administrators of students involved in the ISS program will be", "longRun": "analyzed for themes. A qualitative design consisting of in-depth interviews with", "longPost": "parents, teachers, administrators will be used to analyze this phenomenon of overrepresentation", "srcPre": "district representatives, and high school administrators had of the expulsion process were", "srcRun": "analyzed for themes. A qualitative design consisting of in-depth interviews with", "srcPost": "students, parents, district representatives, and high school administrators was used to analyze", "id": "passage-164" }, { "source": "oneill", "label": "O'Neill 2007", "len": 12, "page": 175, "printedPage": 158, "segment": "body", "counted": true, "srcPage": 138, "longPre": "the needs of students placed in campus-based in-school suspension classrooms.", "longRun": "Each of the key stakeholder perceptions is particularly meaningful since they relate", "longPost": "their experience with both PBIS and their perceptions of DMC as all", "srcPre": "some of the problems and some of the perceived benefits expulsions create.", "srcRun": "Each of the key stakeholder perceptions is particularly meaningful since they relate", "srcPost": "to the same expulsion meeting and their perceptions are all of the", "id": "passage-165" }, { "source": "sularski", "label": "Sularski 2010", "len": 12, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 29, "longPre": "alternative disciplinary programs. This supports the task of the problem of practice", "longRun": "because it underscores the need to implement early intervention behavioral programs in", "longPost": "in-school suspension settings. The SWPBS framework mandated for use at Caden", "srcPre": "of preschool behavior 15 problems. This supports the task of the dissertation", "srcRun": "because it underscores the need to implement early intervention behavioral programs in", "srcPost": "early childhood settings. The fifth section of the literature review is the", "id": "passage-166" }, { "source": "sularski", "label": "Sularski 2010", "len": 12, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 34, "longPre": "conjunction with interventions that are practical and desirable for stakeholders. Further, SWPBS", "longRun": "interventions are proactive rather than reactive. Another factor that is unique to", "longPost": "SWPBS as a behavioral intervention approach is that participants accept alternate scientific", "srcPre": "conjunction with interventions that are practical and desirable for stakeholders. Further, PBS", "srcRun": "interventions are proactive rather than reactive. Another factor that is unique to", "srcPost": "PBS as a behavioral intervention approach is that participants accept alternate scientific", "id": "passage-167" }, { "source": "courant", "label": "Hartford Courant 2005", "len": 12, "page": 83, "printedPage": 66, "segment": "body", "counted": true, "srcPage": null, "longPre": "the kids up . . . . The goal of this program is to return students", "longRun": "to the mainstream classroom in time for high school, if not sooner\u201d", "longPost": "Moureau (1999). According to Mendez and Sanders (1981), \u201cClose examination of in-school", "srcPre": "than off-campus. The goal for all students is that they return", "srcRun": "to the mainstream classroom in time for high school, if not sooner.", "srcPost": "Sedgwick Middle School Principal Ben Skaught said it is important that students", "id": "passage-168" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 12, "page": 52, "printedPage": 35, "segment": "body", "counted": true, "srcPage": 6, "longPre": "Public Education (FAPE)\u2014Special education and related services that (a) have been", "longRun": "provided at public expense, under public supervision and direction, and without charge;", "longPost": "(b) meet the standards of the state education agency; (c) include an", "srcPre": "\"free, appropriate public education\" means special education and related services that are", "srcRun": "provided at public expense, under public supervision and direction, and without charge;", "srcPost": "meet the standards of the state educational agency; include an appropriate preschool,", "id": "passage-169" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 12, "page": 72, "printedPage": 55, "segment": "body", "counted": true, "srcPage": 7, "longPre": "perception of a double standard for student discipline and gave rise to", "longRun": "concerns about the fairness of school discipline policies for students with disabilities\u201d", "longPost": "(Shaul, 2001). The dual disciplinary courses may have unintended and unfortunate consequence.", "srcPre": "55,026 (1997). Page 4 6 GAO -01 -210 Student Discipline and IDEA", "srcRun": "concerns about the fairness of school discipline policies for students with disabilities.", "srcPost": "As a result, the Congress directed5 us to conduct a study to", "id": "passage-170" }, { "source": "oneill", "label": "O'Neill 2007", "len": 11, "page": 48, "printedPage": 31, "segment": "body", "counted": true, "srcPage": 32, "longPre": "office located on the campus of Texas A&M University. Research Questions", "longRun": "The research questions include: 1. How do the primary key stakeholders", "longPost": "(i.e. parents, teachers, administrators) experience the in-school suspension (ISS) process", "srcPre": "the pilot study are included in Chapter 3. Research Questions and Limitations", "srcRun": "The research questions include: 1. How do the primary key stakeholders", "srcPost": "involved in expulsion experience the process? 1a. What are the perceptions of", "id": "passage-171" }, { "source": "oneill", "label": "O'Neill 2007", "len": 11, "page": 112, "printedPage": 95, "segment": "body", "counted": true, "srcPage": 32, "longPre": "analyze the collected data. The following research questions were addressed: Research Questions", "longRun": "The research questions include: 1. How do the primary key stakeholders", "longPost": "(i.e. parents, teachers, administrators) experience the in-school suspension (ISS) process", "srcPre": "the pilot study are included in Chapter 3. Research Questions and Limitations", "srcRun": "The research questions include: 1. How do the primary key stakeholders", "srcPost": "involved in expulsion experience the process? 1a. What are the perceptions of", "id": "passage-172" }, { "source": "sularski", "label": "Sularski 2010", "len": 11, "page": 98, "printedPage": 81, "segment": "body", "counted": true, "srcPage": 29, "longPre": "of this particular SWPBS model is relevant to the problem of practice", "longRun": "because this is the model that is being evaluated in the", "longPost": "referral reduction task. This is a relevant aspect of the dissertation since", "srcPre": "An understanding of this particular PBS model is relevant to the dissertation", "srcRun": "because this is the model that is being evaluated in the", "srcPost": "dissertation task. The final section of this chapter, Evaluating Positive Behavior Supports", "id": "passage-173" }, { "source": "sularski", "label": "Sularski 2010", "len": 11, "page": 100, "printedPage": 83, "segment": "body", "counted": true, "srcPage": 34, "longPre": "self-reports, and interviews rather than requiring traditional experimental research methods. Moreover, SWPBS", "longRun": "embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr,", "longPost": "2002). Sugai and Horner (2002) developed a continuum of behavior supports based", "srcPre": "self-reports, and interviews rather than requiring traditional experimental research methods. Moreover, PBS", "srcRun": "embraces multiple theoretical perspectives from ecological, environmental, and community psychology (Carr,", "srcPost": "et al., 2002). Sugai and Horner (2002a) developed a continuum of behavior", "id": "passage-174" }, { "source": "sularski", "label": "Sularski 2010", "len": 11, "page": 174, "printedPage": 157, "segment": "body", "counted": true, "srcPage": 29, "longPre": "of this particular SWPBS model is relevant to the problem of practice", "longRun": "because this is the model that is being evaluated in the", "longPost": "referral reduction task. This is a relevant aspect of the dissertation since", "srcPre": "An understanding of this particular PBS model is relevant to the dissertation", "srcRun": "because this is the model that is being evaluated in the", "srcPost": "dissertation task. The final section of this chapter, Evaluating Positive Behavior Supports", "id": "passage-175" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 11, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 3, "longPre": "receivement in our school. The premise being, that when implemented with fidelity,", "longRun": "by teaching and reinforcing expected behaviors, teachers and other professionals using", "longPost": "PBIS increase the probability that the majority of students and adults will", "srcPre": "to be a universal intervention, delivered to every student in every setting.", "srcRun": "By teaching and reinforcing expected behaviors, teachers and other professionals using", "srcPost": "PBS increase the probability that the majority of students will act according", "id": "passage-176" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 11, "page": 70, "printedPage": 53, "segment": "body", "counted": true, "srcPage": 12, "longPre": "up to 45 days, if \u201c\u2026maintaining the current placement of the child", "longRun": "is substantially likely to result in injury to the child or", "longPost": "to others\u201d (IDEA 20 U.S.C. \u00a7 1415(k). In November of", "srcPre": "a hearing officer to be so dangerous that the student's behavior", "srcRun": "\"is substantially likely to result in injury to the child or", "srcPost": "others.\" 16 Before special education students may be removed from their current", "id": "passage-177" }, { "source": "oneill", "label": "O'Neill 2007", "len": 10, "page": 29, "printedPage": 12, "segment": "body", "counted": true, "srcPage": 30, "longPre": "placement. Gaining an understanding of the types of academic and behavioral interventions", "longRun": "that parents feel are necessary for their children to continue", "longPost": "while serving in the ISS setting will allow educators to consider new", "srcPre": "balance between key stakeholders. Gaining an understanding of the types of programs", "srcRun": "that parents feel are necessary for their children to continue", "srcPost": "their education while under expulsion will allow educators and legislators to consider", "id": "passage-178" }, { "source": "sularski", "label": "Sularski 2010", "len": 10, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 28, "longPre": "Positive Behavior Support The Application of Positive Behavior Supports is the final", "longRun": "section of this chapter. This section reviews the elements of", "longPost": "SWPBS as they are applied in schools and alternative settings. Most of", "srcPre": "the PBS framework. The Application of Positive Behavior Supports is the third", "srcRun": "section of this chapter. This section reviews the elements of", "srcPost": "PBS as they are applied in schools and alternate settings. Most of", "id": "passage-179" }, { "source": "sularski", "label": "Sularski 2010", "len": 10, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 28, "longPre": "suspension settings. This discussion, therefore, is relevant to the record of study", "longRun": "because it lays the groundwork for expanding the application of", "longPost": "SWPBS to alternative disciplinary programs. This supports the task of the problem", "srcPre": "and not on preschool. This discussion, therefore, is relevant to the dissertation", "srcRun": "because it lays the groundwork for expanding the application of", "srcPost": "PBS to early education programs. The fourth section, Behavior Problems of Preschool", "id": "passage-180" }, { "source": "sularski", "label": "Sularski 2010", "len": 10, "page": 99, "printedPage": 82, "segment": "body", "counted": true, "srcPage": 34, "longPre": "2002). Carr and colleagues (2002) outlined how functional behavior investigation, the regularization/inclusion", "longRun": "regularization/inclusion movement, and person-centered values have given birth to", "longPost": "SWPBS as a new, but still evolving applied science. It is the", "srcPre": "2002). Carr and colleagues (2002) outlined how applied behavior analysis, the normalization/inclusion", "srcRun": "normalization/inclusion movement, and person-centered values have given birth to", "srcPost": "PBS as a new, but still evolving applied science. It is the", "id": "passage-181" }, { "source": "skibacod", "label": "Skiba 2000 Color of Discipline", "len": 10, "page": 87, "printedPage": 70, "segment": "body", "counted": true, "srcPage": null, "longPre": "amount of minority students were being suspended than white students. In 1999", "longRun": "the U.S. Department of Education Office for Civil Rights", "longPost": "reported, \u201cRates of suspension among Black students were between two and three", "srcPre": "Children's Defense Fund (1975) studied national data on school discipline provided by", "srcRun": "the U.S. Department of Education Office for Civil Rights", "srcPost": "(OCR), and reported rates of school suspension for black students that exceeded", "id": "passage-182" }, { "source": "shaul2003", "label": "Shaul 2003 (GAO)", "len": 10, "page": 71, "printedPage": 54, "segment": "body", "counted": true, "srcPage": 10, "longPre": "the same punishment as a regular education student, including long-term suspensions", "longRun": "and expulsions. However, the school must still provide educational services", "longPost": "to the special education student to allow the child to make progress", "srcPre": "to children without disabilities, including long-term suspensions (more than 10 days)", "srcRun": "and expulsions. However, the school must still provide educational services", "srcPost": "that enable the child to progress appropriately towards the student's IEP", "id": "passage-183" }, { "source": "oakland", "label": "Oakland Commission 1992", "len": 10, "page": 80, "printedPage": 63, "segment": "body", "counted": true, "srcPage": 9, "longPre": "principal reported, \u201cSuspension does not change students\u2019 behavior. Behavioral problems decline when", "longRun": "students are actively engaged in learning and helped to succeed.", "longPost": "Researchers have shown that suspensions can \u201cinterfere with academic achievement and the", "srcPre": "poor academic achievement often underlie \"acting out\" behavior. Behavioral problems decline : {-hen", "srcRun": "students are actively engaged in learning and helped to succeed.", "srcPost": "institutional policy and practice is proof through fairness and consistency, without compromising", "id": "passage-184" }, { "source": "oneill", "label": "O'Neill 2007", "len": 9, "page": 45, "printedPage": 28, "segment": "body", "counted": true, "srcPage": 31, "longPre": "on referral reduction. This qualitative study will examine parents, teachers, and administrators", "longRun": "responses to a set of interview questions pertaining to", "longPost": "the ISS program at Caden Middle School. Parents of identified students will", "srcPre": "This qualitative study examined student, parent, district representative, and high school administrator", "srcRun": "responses to a set of interview questions pertaining to", "srcPost": "student expulsion. Parents of expelled students were purposefully selected as participants for", "id": "passage-185" }, { "source": "oneill", "label": "O'Neill 2007", "len": 9, "page": 155, "printedPage": 138, "segment": "body", "counted": true, "srcPage": 61, "longPre": "Do the perceptions of the (ISS) process and placement of students among", "longRun": "different key stakeholders differ and if so, how? The", "longPost": "perceptions of the parents differ in both the understanding of the PBIS", "srcPre": "What are the perceptions of administrators? 3. Do the perceptions of the", "srcRun": "different key stakeholders differ and if so, how? The", "srcPost": "first research question explored how students with ED and their parents experienced", "id": "passage-186" }, { "source": "oneill", "label": "O'Neill 2007", "len": 9, "page": 171, "printedPage": 154, "segment": "body", "counted": true, "srcPage": 49, "longPre": "Zero tolerance policies have been heavily relied on as an exclusionary measure", "longRun": "as a means of deterring and punishing students who", "longPost": "exhibit violent behavior (Price, 2002). Of course in the context of this", "srcPre": "violence, school district administrators have increased their reliance on exclusionary 40 measures", "srcRun": "as a means of deterring and punishing students who", "srcPost": "are violent on campus (Price, 2002). The removal of students from the", "id": "passage-187" }, { "source": "sularski", "label": "Sularski 2010", "len": 9, "page": 103, "printedPage": 86, "segment": "body", "counted": true, "srcPage": 32, "longPre": "children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner (2002)", "longRun": "introduced a now widely accepted, multi-tiered framework for", "longPost": "SWPBS. The application of SWPBS continued to expand. In 2001, the NJDOE", "srcPre": "children (Fox, Dunlap, Hemmeter, Joseph, and Strain, 2003). Sugai and Horner (2002a)", "srcRun": "introduced a now widely accepted, multi-tiered framework for", "srcPost": "PBS. The application of PBS continued to expand. In 2001, the NJDOE", "id": "passage-188" }, { "source": "gaustad", "label": "Gaustad 1992", "len": 9, "page": 79, "printedPage": 62, "segment": "body", "counted": true, "srcPage": 4, "longPre": "referrals as opportunities to teach students valuable social skills that will promote", "longRun": "success in future employment as well as in school\u201d.", "longPost": "The researchers have presented detailed procedures for \u201cde-escalating disruptive behavior, obtaining", "srcPre": "Page 3 of 7 www.eric.ed.gov ERIC Custom Transformations Team", "srcRun": "success in future employment as well as in school.", "srcPost": "They present detailed procedures for \"de-escalating disruptive behavior, obtaining and maintaining", "id": "passage-189" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 9, "page": 73, "printedPage": 56, "segment": "body", "counted": true, "srcPage": 7, "longPre": "authorized a study to determine how IDEA\u2019s regulations for discipline affected", "longRun": "the ability of schools to maintain a safe environment", "longPost": "(Shaul, 2001). The survey study, which involved more than 400 middle and", "srcPre": "conduct a study to determine how the IDEA amendments of 1997 affect", "srcRun": "the ability of schools to maintain a safe environment", "srcPost": "conducive to learning. We could not undertake this study until Education issued", "id": "passage-190" }, { "source": "shaul2003", "label": "Shaul 2003 (GAO)", "len": 9, "page": 73, "printedPage": 56, "segment": "body", "counted": true, "srcPage": 11, "longPre": "Congress authorized a study to determine how IDEA\u2019s regulations for discipline", "longRun": "affected the ability of schools to maintain a safe", "longPost": "environment (Shaul, 2001). The survey study, which involved more than 400 middle", "srcPre": "may also make the decisions. In 2001, we studied how IDEA regulations", "srcRun": "affected the ability of schools to maintain a safe", "srcPost": "learning environment and whether regular and special education students are disciplined in", "id": "passage-191" }, { "source": "shaul2003", "label": "Shaul 2003 (GAO)", "len": 9, "page": 74, "printedPage": 57, "segment": "body", "counted": true, "srcPage": 8, "longPre": "Congress authorized a study of this issue. The resulting survey found that", "longRun": "most special education students were removed from their regular", "longPost": "setting for 10 days or less and that they were primarily placed", "srcPre": "a student's removal was a key consideration in placement decisions. Because", "srcRun": "most special education students were removed from their regular", "srcPost": "educational settings for periods of 10 days or less, in-school suspension", "id": "passage-192" }, { "source": "oakland", "label": "Oakland Commission 1992", "len": 9, "page": 80, "printedPage": 63, "segment": "body", "counted": true, "srcPage": 3, "longPre": "of students\u201d, which can widen the achievement gap among students of color,", "longRun": "(Commission for Positive Change in the Oakland Public Schools,", "longPost": "1992,). According to Sugai, Horner, Dunlap, Heneman, and Lewis, (2000), \u201cPunitive approaches", "srcPre": "INFORMATION CENTER (ERIC).\" KEEPING CHILDREN IN SCHOOL SOUNDING THE ALARM ON SUSPENSIONS", "srcRun": "COMMISSION FOR POSITIVE CHANGE IN THE OAKLAND PUBLIC SCHOOLS", "srcPost": "AUGUST 1992 \u00a9 1992, Commission for Positive Change in the Oakland Public Schools", "id": "passage-193" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 26, "printedPage": 9, "segment": "body", "counted": true, "srcPage": 29, "longPre": "school-wide positive behavior support (SWPBS) strategies in the ISS setting. However,", "longRun": "we do not know what the perceptions of", "longPost": "the ISS program are from those involved in the process, and furthermore,", "srcPre": "problems expulsions create, as well as some positive aspects of expulsions, but", "srcRun": "we do not know what the perceptions of", "srcPost": "expulsions are from those involved in the process. This study has contributed", "id": "passage-194" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 26, "printedPage": 9, "segment": "body", "counted": true, "srcPage": 29, "longPre": "programs in in-school suspension settings and how those interventions are perceived", "longRun": "by allowing perceptions of key stakeholders to emerge.", "longPost": "This paper gives the school administrators, teachers, and parents some guiding principles", "srcPre": "involved in the process. This study has contributed to the aforementioned gap", "srcRun": "by allowing perceptions of key stakeholders to emerge.", "srcPost": "Purpose of the Study Given the history of disproportionate exclusion of particular", "id": "passage-195" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 44, "printedPage": 27, "segment": "body", "counted": true, "srcPage": 31, "longPre": "this study will implement a text analysis approach and the followed phases", "longRun": "associated with the five analytic phases mentioned by", "longPost": "Creswell (2007). The researcher will organize and analyze the collected data. Stake", "srcPre": "This study used a text analysis approach and followed the phases 22", "srcRun": "associated with the five analytic phases mentioned by", "srcPost": "Corbin and Strauss (1990). Computer-based qualitative data analysis software was used", "id": "passage-196" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 45, "printedPage": 28, "segment": "body", "counted": true, "srcPage": 31, "longPre": "ISS program at Caden Middle School. Parents of identified students will be", "longRun": "purposefully selected as participants for the study. The", "longPost": "teachers and administrators involved in the process of issuing the consequence that", "srcPre": "of interview questions pertaining to student expulsion. Parents of expelled students were", "srcRun": "purposefully selected as participants for the study. The", "srcPost": "district representative and high school administrator involved in the same expulsion hearing", "id": "passage-197" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 62, "printedPage": 45, "segment": "body", "counted": true, "srcPage": 41, "longPre": "and parents of students who have been placed in alternative educational settings,", "longRun": "but these studies do not include interviews of", "longPost": "administrators, teachers, and parents, and all of these stakeholders are involved in", "srcPre": "studies that interview students and parents of students who have been expelled", "srcRun": "but these studies do not include interviews of", "srcPost": "district administrators and school administrators involved in these expulsions. When looking at", "id": "passage-198" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 70, "printedPage": 53, "segment": "body", "counted": true, "srcPage": 27, "longPre": "or if the child has \u201c\u2026inflicted serious bodily injury\u201d upon another person", "longRun": "(Individuals with Disabilities Education Improvement Act of 2004).", "longPost": "There are other disciplinary changes under the new law and doubtless there", "srcPre": "next legislative update that will affect discipline procedures which is called the", "srcRun": "Individuals with Disabilities Education Improvement Act of 2004", "srcPost": "(Federation for Children with Special Needs, 2004). This Act became effective on", "id": "passage-199" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 71, "printedPage": 54, "segment": "body", "counted": true, "srcPage": 21, "longPre": "support. The Office of Civil Rights (OCR) has said that determination must", "longRun": "be made on a case-by-case basis", "longPost": "(Golden, 1993) and in 1998 OCR declared that a series of short-term", "srcPre": "manifestation of the child\u2019s disability (IDEA, 1999). These decisions are to", "srcRun": "be made on a case-by-case basis.", "srcPost": "The federal regulations (IDEA, 1999) do not provide any further guidance for", "id": "passage-200" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 100, "printedPage": 83, "segment": "body", "counted": true, "srcPage": 26, "longPre": "supports. The presentation of School-Wide Positive Behavior Supports one focus of", "longRun": "the Individuals with Disabilities Education Act (IDEA) was", "longPost": "on the use of SWPBS and functional behavior assessments (FBA) for students", "srcPre": "Law 94-142, the Education for All Handicapped Children Act, leading to", "srcRun": "the Individuals with Disabilities Education Act (IDEA) was", "srcPost": "originally passed in 1975. There have been several amendments since the passage", "id": "passage-201" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 113, "printedPage": 96, "segment": "body", "counted": true, "srcPage": 33, "longPre": "Do the perceptions of the (ISS) process and placement of students among", "longRun": "different key stakeholders differ and if so, how?", "longPost": "Participants Involved Table 1. Parent Participants Parent Participant Name # of Students at", "srcPre": "What are the perceptions of administrators? 3. Do the perceptions of the", "srcRun": "different key stakeholders differ and if so, how?", "srcPost": "For the purpose of the study the following limitations are noted: 1.", "id": "passage-202" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 159, "printedPage": 142, "segment": "body", "counted": true, "srcPage": 32, "longPre": "the gap in achievement. The following questions were explored in this study:", "longRun": "How do the primary key stakeholders involved in", "longPost": "the in-school suspension (ISS) program at Caden Middle School experience the", "srcPre": "in Chapter 3. Research Questions and Limitations The research questions include: 1.", "srcRun": "How do the primary key stakeholders involved in", "srcPost": "expulsion experience the process? 1a. What are the perceptions of students with", "id": "passage-203" }, { "source": "oneill", "label": "O'Neill 2007", "len": 8, "page": 169, "printedPage": 152, "segment": "body", "counted": true, "srcPage": 48, "longPre": "policy was defined as a school district policy that mandates predetermined consequences/s", "longRun": "consequences/s or punishment for specific offenses\u201d (Christensen, 2003).", "longPost": "This mode of thought seemed to always trump the student\u2019s individualized", "srcPre": "policy was defined as a school district policy that mandates predetermined consequence/s", "srcRun": "consequence/s or punishment for specific offenses (Christensen, 2003).", "srcPost": "Although expulsion is widely used, empirical studies of expulsion are relatively rare", "id": "passage-204" }, { "source": "sularski", "label": "Sularski 2010", "len": 8, "page": 97, "printedPage": 80, "segment": "body", "counted": true, "srcPage": 28, "longPre": "school-wide positive behavior support or (SWPBS). School-Wide Positive Behavior Support", "longRun": "The Application of Positive Behavior Supports is the", "longPost": "final section of this chapter. This section reviews the elements of SWPBS", "srcPre": "the levels of intervention that are a part of the PBS framework.", "srcRun": "The Application of Positive Behavior Supports is the", "srcPost": "third section of this chapter. This section reviews the elements of PBS", "id": "passage-205" }, { "source": "ripple", "label": "Ripple Effects 2009", "len": 8, "page": 70, "printedPage": 53, "segment": "body", "counted": true, "srcPage": 202, "longPre": "or if the child has \u201c\u2026inflicted serious bodily injury\u201d upon another person", "longRun": "(Individuals with Disabilities Education Improvement Act of 2004).", "longPost": "There are other disciplinary changes under the new law and doubtless there", "srcPre": "(2nd Ed.) Alexandria, VA: ASCD. United States Code, (2004). Reauthorization of the", "srcRun": "Individuals with Disabilities Education Improvement Act of 2004", "srcPost": "(P.L. 108-446). Washington, D.C. U.S. Department of Education,", "id": "passage-206" }, { "source": "ripple", "label": "Ripple Effects 2009", "len": 8, "page": 104, "printedPage": 87, "segment": "body", "counted": true, "srcPage": 16, "longPre": "and deep, multidisciplinary theory base, that draws from research and practice from", "longRun": "five directions: Prevention Science, Education, Technology, Business, and", "longPost": "the Humanities. A fully referenced description of how insights from dozens of", "srcPre": "technology-driven system can be mapped to a theoretical compass rose with", "srcRun": "five directions. \u0001 Prevention science \u0001 Education \u0001 Technology \u0001 Business and", "srcPost": "economics \u0001 Humanities The diagram on the next page identifies 20 calibrated orientations,", "id": "passage-207" }, { "source": "ripple", "label": "Ripple Effects 2009", "len": 8, "page": 105, "printedPage": 88, "segment": "body", "counted": true, "srcPage": 15, "longPre": "Business, and the Humanities. A fully referenced description of how insights from", "longRun": "dozens of disciplines and hundreds of sub disciplines", "longPost": "are woven into Ripple Effects software is documented in the monograph: For", "srcPre": "insights, deductively and inductively constructed from basic principles and empirical evidence, across", "srcRun": "dozens of disciplines, and hundreds of sub disciplines.", "srcPost": "The Whole Spectrum Intervention System for SEL represents new applications of those", "id": "passage-208" }, { "source": "sandomierski", "label": "Sandomierski 2007", "len": 8, "page": 173, "printedPage": 156, "segment": "body", "counted": true, "srcPage": 3, "longPre": "by teaching and reinforcing expected behaviors, teachers and other professionals using PBIS", "longRun": "increase the probability that the majority of students", "longPost": "and adults will act according to the expectations, and acts as a", "srcPre": "By teaching and reinforcing expected behaviors, teachers and other professionals using PBS", "srcRun": "increase the probability that the majority of students", "srcPost": "will act according to the expectations, and acts as a proactive intervention", "id": "passage-209" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 8, "page": 87, "printedPage": 70, "segment": "body", "counted": true, "srcPage": null, "longPre": "a disproportional amount of minority students were being suspended than white students.", "longRun": "In 1999 the U.S. Department of Education", "longPost": "Office for Civil Rights reported, \u201cRates of suspension among Black students were", "srcPre": "and a catch-all category called conduct interference (Skiba, 1998). Thus, far", "srcRun": "In 1999, the U. S. Department of Education", "srcPost": "released its Report on State Implementation of the Gun-Free Schools Act:", "id": "passage-210" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 8, "page": 87, "printedPage": 70, "segment": "body", "counted": true, "srcPage": null, "longPre": "minor offenses such as disrespect, attendance, and classroom disruption. Students, who were", "longRun": "interested in reducing their chances of being suspended,", "longPost": "would transfer to a school with a lower suspension rate instead of", "srcPre": "percent of One could argue from this finding that if students are", "srcRun": "interested in reducing their chances of being suspended,", "srcPost": "they will be better off by transferring to a school with a", "id": "passage-211" }, { "source": "skibazt", "label": "Skiba 2000 Zero Tolerance", "len": 8, "page": 87, "printedPage": 70, "segment": "body", "counted": true, "srcPage": null, "longPre": "who were interested in reducing their chances of being suspended, would transfer", "longRun": "to a school with a lower suspension rate", "longPost": "instead of trying to improve their attitudes or behavior (Wu, Pink, Crain,", "srcPre": "their chances of being suspended, they will be better off by transferring", "srcRun": "to a school with a lower suspension rate", "srcPost": "than by improving their attitudes or their total black enrollment, only four", "id": "passage-212" }, { "source": "gaustad", "label": "Gaustad 1992", "len": 8, "page": 77, "printedPage": 60, "segment": "body", "counted": true, "srcPage": 1, "longPre": "Concerning discipline, research has defined school discipline as having two goals: \u201cto", "longRun": "ensure the safety of staff and students, and", "longPost": "create an environment conducive to learning. Effective school discipline strategies seek to", "srcPre": "ERIC 1-800-LET-ERIC School discipline has two main goals: (1)", "srcRun": "ensure the safety of staff and students, and", "srcPost": "(2) create an environment conducive to learning. Serious student misconduct involving ED350727", "id": "passage-213" }, { "source": "bader", "label": "Bader 1997", "len": 8, "page": 40, "printedPage": 23, "segment": "body", "counted": true, "srcPage": 21, "longPre": "rate and ousted at 3.5 times the rate of Caucasian students,", "longRun": "according to the U.S. Department of Education's", "longPost": "Education's Office of Civil Rights. Latino students are almost 1.5 times", "srcPre": "Marion County_ jnd. v. Davila 969 F.2d 485 (7th Cir. 1992).'", "srcRun": "According to the U.S. Department of Education,", "srcPost": "school districts must provide a \"free appropriate public education\" to such students", "id": "passage-214" }, { "source": "shaul2001", "label": "Shaul 2001 (GAO)", "len": 8, "page": 73, "printedPage": 56, "segment": "body", "counted": true, "srcPage": 21, "longPre": "Sixty-four percent of the principals said local policies kept them from suspending", "longRun": "special education students for more than 10 cumulative", "longPost": "days in a year, even though IDEA allows the practice (Shaul, 2001).", "srcPre": "is being considered. In contrast, IDEA final regulations allow schools to suspend", "srcRun": "special education students for more than 10 cumulative", "srcPost": "school days in a school year and require neither of the latter", "id": "passage-215" }, { "source": "shaul2003", "label": "Shaul 2003 (GAO)", "len": 8, "page": 73, "printedPage": 56, "segment": "body", "counted": true, "srcPage": 6, "longPre": "the principals said local policies kept them from suspending special education students", "longRun": "for more than 10 cumulative days in a", "longPost": "year, even though IDEA allows the practice (Shaul, 2001). At the same", "srcPre": "to special education students who are removed from their current educational settings", "srcRun": "for more than 10 cumulative days in a", "srcPost": "school year. Schools are required to provide these students with the educational", "id": "passage-216" }, { "source": "shaul2003", "label": "Shaul 2003 (GAO)", "len": 8, "page": 87, "printedPage": 70, "segment": "body", "counted": true, "srcPage": 6, "longPre": "a disproportional amount of minority students were being suspended than white students.", "longRun": "In 1999 the U.S. Department of Education", "longPost": "Office for Civil Rights reported, \u201cRates of suspension among Black students were", "srcPre": "and related services outlined in the student's individualized education program (IEP).`", "srcRun": "In 1999, the U.S. Department of Education", "srcPost": "issued federal regulations that implemented the new IDEA special education discipline requirements;", "id": "passage-217" } ]