ERIC Number: ED410516
Record Type: RIE
Publication Date: 1997-Apr
Reference Count: N/A
Designing Schools To Enhance the Academic and Social Outcomes of All Students.
Nelson, J. Ron
When students increasingly exhibited disruptive behavior at a particular school, a comprehensive multilevel discipline program was developed to respond to the students' behavior. The conceptual model and key intervention approaches used in this multilevel discipline program are described in this paper. Previous experience convinced school personnel that the school-wide discipline program must be based on the view that disruptive behavior is primarily a socialization problem rather than a sickness. Therefore, the discipline program emphasized direct intervention approaches within and across all school settings and it relied on teaching students acceptable social norms. The interventions are universal because all students are exposed in the same way at the same level. Outlined here are the school-wide discipline plan, ecological arrangements, behavioral guidelines, supervision, and classroom management strategy, also called think time. The latter emphasizes catching disruptive behavior early, designating a specific classroom for think time, monitoring students moving to and entering a designated think-time classroom, performing a think-time debriefing process, checking students' debriefing responses, watching students rejoin the class, employing the use of other consequences, and instituting guidelines governing the use of the think-time strategy. Also discussed are targeted interventions and some intensive comprehensive interventions. The program not only effectively reduced the level of disruptive behavior, but also enhanced the academic performance and school survival skills of at-risk and target students. Additionally, the program enabled teachers to shift their focus from discipline problems toward instructional matters. (RJM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (Anaheim, CA, April 2-5, 1997).