School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior (The Guilford Practical Intervention in the Schools Series)

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format and lay-flat binding facilitate photocopying. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. Cover 1 Copyright Page 6 In Memoriam 7 About the Author 9 Acknowledgments 11 Contents 13 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives 19 Two Common Aims of Discipline: Managing Students and Developing Self-Discipline 19 The Need for a Balanced and Comprehensive Approach 21 Why Punishment Is Often Used to Manage Student Behavior 22 Behavior Management with Punishment: The Zero Tolerance Approach 23 Zero Tolerance Approach versus Reasonable Zero Tolerance Policies 24 Limitations to Punishment 25 Positive Alternatives to Zero Tolerance and Punishment 28 Schoolwide Positive Behavior Supports 28 Social and Emotional Learning 29 Different, Yet Compatible 30 Comprehensive Classroom and Schoolwide Discipline at the Universal Level 30 Component 1: Developing Self-Discipline 30 Component 2: Preventing Behavior Problems 31 Component 3: Correcting Behavior Problems 32 Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems 32 Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline 33 Overview of This Volume 34 Summary 35 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports 36 Key Features of the SWPBS Approach 37 Three- Tiered Model of Prevention, Interventions, and Supports 38 Direct Instruction 38 Evidence- or Research-Based Behavioral Practices 39 Supportive Systems 39 Ongoing Collection and Use of Data for Decision Making 39 Key Features as Measured by the Schoolwide Evaluation Tool 40 Strengths and Limitations of SWPBS 41 Strengths 41 Limitations 44 SWPBS: Adopt? Reject? or Integrate? 52 Summary 53 3. Self-Discipline and the Social and Emotional Learning Approach to School Discipline 55 What Is Self-Discipline? 55 Self-Discipline versus Compliance 56 The SEL Approach 58 Supporting Theory and Research 58 Targeted Social and Emotional Competencies 59 Close and Supportive Relationships, Especially between Teachers and Students 60 Programs Included under the SEL Approach 60 Character Education 60 Positive Psychology 61 Research Supporting the Importance of Self-Discipline and SEL 63 Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems 63 Relation of Self-Discipline and SEL to Other Important Outcomes 64 Research Supporting the Importance of Caring and Supportive Relationships 69 Research Demonstrating the Effectiveness of SEL Programs 70 Studies of Techniques Used in SEL 72 Summary 72 4. Strategies for Developing Self- Discipline (and a Positive School Climate) 74 What Should Be Developed? 75 Four Steps to Developing Self-Discipline 76 Step 1: Develop Student Sensitivity to Social and Moral Problems 76 Step 2: Determine What One Ought to Do 77 Step 3: Decide among Alternatives 78 Step 4: Do What One Decides to Do 78 Strategies for Developing Self-Discipline 80 Strategy 1: Use Praise and Rewards Strategically and Wisely, with the Aim of Developing Self-Discipline 81 Strategy 2: Build and Maintain a Positive Teacher– Student Relationship Characterized by a Balance of Structure and Support 81 Strategy 3: Implement Curriculum Activities That Directly Teach Social, Emotional, and Behavioral Competencies 82 Strategy 4: Provide Multiple Models of Social and Moral Problem Solving, Moral and Regulated Emotions, and Responsible Behavior 84 Strategy 5: Provide Multiple Opportunities for Students to Apply and Practice Social, Emotional, and Moral Competencies of Self-Discipline 85 Strategy 6: Use Disciplinary Encounters to Help Develop Self-Discipline 90 Summary 91 5. Preventing Behavior Problems 98 What Works in the Prevention of Behavior Problems? 99 The Authoritative Approach to Classroom and Schoolwide Discipline 100 Responsiveness 100 Demandingness 100 Supporting Research 101 Preventive Strategies and Techniques for Effective Classroom and Schoolwide Discipline 102 Strategy 1: Demonstrate Caring and Support for All Students 103 Strategy 2: Promote Positive and Prevent Negative Peer Interactions 103 Strategy 3: Create a Physical Environment That Is Safe and Conducive to Teaching and Learning 105 Strategy 4: Establish Social, Emotional, and Academic Expectations That Are Clear, High, Reasonable, and Responsive to Developmental, Cultural, and Individual Differences 107 Strategy 5: Establish Predictable Procedures and Routines 107 Strategy 6: Establish Fair Rules and Consequences 108 Strategy 7: Monitor Student Behavior Frequently and Respond Quickly to Early Signs of Misbehavior 112 Strategy 8: Provide Academic Instruction and Activities That Engage and Motivate Learning 114 Strategy 9: Establish and Maintain Close Communication with Each Student’s Parents and Work Hard to Garner Their Support 116 Strategy 10: Use Praise and Rewards in a Wise and Strategic Manner 117 Summary 117 6. Praise and Rewards: Use with Caution? 118 Distinguishing among Positive Reinforcement, Rewards, and Praise 119 The Controversy over the Use of Praise and Rewards 120 Good Reasons to Use Praise (and Rewards), Other Than to Manage or Reinforce Student Behavior 121 Practical Limitations to Praise and Rewards 123 Do Praise and Rewards Undermine Intrinsic Motivation, and, If So, When Do They? 127 What the Debate Is Not About 128 The View of One Side of the Debate: Tangible Rewards Can Harm Intrinsic Motivation 129 The Other Side of the Debate: Don’t Worry 132 Summary of the Potential Negative Impact on Intrinsic Motivation 132 Summary and Conclusion: Beyond Praise and Rewards for Control 133 7. Strategic Use of Praise and Rewards for Developing Self- Discipline and a Positive School Climate 134 Recommendations for the Strategic Use of Praise and Rewards 135 Summary 145 8.When Extrinsic Rewards Are Needed: Implementing the Good Behavior Game (While Developing Self-Discipline) 147 The GBG: Supporting Research 148 Studies of the GBG in the Baltimore City Public Schools 149 GBG in The Netherlands 150 Why Does the GBG Work? 150 When Not to Play the Game 151 Playing the GBG to Manage Students’ Behavior and Develop Self-Discipline 152 Preparing for the Game 153 Step 1: Create Teams and Pick Their Membership 153 Step 2: Tentatively De.ne the Rules of the Game 154 Step 3: Determine What Rewards Will Be Used and When They Will Be Given 155 Step 4: Determine How the Score Will Be Kept and What Score Is Needed to Win 156 Decide When to Play the Game and When You Might Stop Playing It 157 Playing the Game 158 Preseason Practice 159 Expansion and Generalization/Fading 164 Developmental, Cultural, and Individual Differences 165 Summary 165 9. Authoritative Discipline in the Correction of Misbehavior 169 General Principles to Guide the Correction of Behavior Problems 171 Summary 182 10. Developing Self-Discipline When Correcting Misbehavior 185 Problem Solving during Correction: Part 1. The Problem-Solving Meeting and Reflective Action Plan 186 The Problem-Solving Meeting 186 The Reflective Action Plan 190 Self-Management Techniques 191 Advantages 192 Limitations 192 Problem Solving during Correction: Part 2. The School’s Responsibility 192 Directly Supporting the Student’s Reflective Action Plan 193 Altering Current Preventive and Corrective Practices 194 Support from Parents and Peers 195 Support from Parents 195 Support from Peers 196 When These Solutions Are Not Sufficient 196 Summary 197 11. Implementing Schoolwide Change 204 Tinkering versus Meaningful Change? 204 Don’t Change, or Change Very Little, If You’re Already Effective! 205 Determining the Need for Change 206 Examine Existing Schoolwide Data 207 Survey Strengths and Needs, as Currently Viewed by Major Stakeholders 208 Administer Additional Measures, as Needed, That Assess Important Outcomes and Might Help to Identify Areas of Specific Need 209 Reflect on the Result of the Assessment of Strengths and Needs 211 When Changes Are Needed: The Five Phases of Systemic Change 211 Phase 1: Create Readiness and Commitment to Change 212 Phase 2: Developing a Plan 213 Phase 3: Initial Implementation 214 Phase 4: Institutionalizing the Program through Policy, Curriculum, and the Culture of the School 215 Phase 5: Ongoing Evolution and Creative Renewal 215 Summary 217 APPENDIX A. Schoolwide and Classroom Strengths-and-Needs Assessment: From Schoolwide Discipline to Self-Discipline 223 APPENDIX B. Delaware School Climate Survey: Student Version 241 APPENDIX C. Delaware School Climate Survey: Teacher and Staff Version 243 APPENDIX D. Delaware School Climate Survey: Home Version 245 References 247 Index 272 About Guilford Publications 275 From the Publisher 276 Back Cover 277

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format and lay-flat binding facilitate photocopying.

This book is in The Guilford Practical Intervention in the Schools Series.

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format facilitates photocopying. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.