The Effects of Teaching School Expectations and Establishing a Consistent Consequence on Formal Office Disciplinary Actions

J. Ron Nelson, Ron Martella, Benita Galand

Research output: Contribution to journalArticle

39 Citations (Scopus)

Abstract

This study evaluated how establishing, teaching, and reinforcing schoolwide rules and routines and systematically responding to disruptive behavior affected the number of formal office disciplinary referrals. One elementary school was studied over 4 school years. A continuous intervention time series design was used, along with a nonequivalent comparison group. Results revealed that actively planning for and establishing clear standards throughout the school and having in place a systematic response to disruptive behavior had positive effects. However, it seemed that the systematic response to disruptive behavior may have played a key role in the decrease in the amount of formal office disciplinary referrals.

Original languageEnglish (US)
Pages (from-to)153-161
Number of pages9
JournalJournal of Emotional and Behavioral Disorders
Volume6
Issue number3
StatePublished - Dec 1 1998

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Teaching
Referral and Consultation
school
elementary school
time series
planning
Problem Behavior
Group

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

Cite this

The Effects of Teaching School Expectations and Establishing a Consistent Consequence on Formal Office Disciplinary Actions. / Ron Nelson, J.; Martella, Ron; Galand, Benita.

In: Journal of Emotional and Behavioral Disorders, Vol. 6, No. 3, 01.12.1998, p. 153-161.

Research output: Contribution to journalArticle

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