6 research outputs found
Preliminary analysis of an instructional alternative to exclusionary discipline
37 pagesDecades of research have shown that exclusionary discipline practices are not only ineffective
for changing student behavior, they lead to worse social, behavioral, and academic outcomes for
students. This article explores the findings from a pilot study of the Inclusive Skill-Building
Learning Approach (ISLA), an instructional alternative to exclusionary discipline practices. The
purposes of ISLA are to improve student social and behavioral problem-solving, teacher and
administrator practices, and student-teacher relationships while also reducing lost instructional
time for student excluded from their learning environment. Results from the pilot indicated that
implementation of ISLA was associated with reductions in exclusionary discipline practices
(Cohen鈥檚 h effect sizes ranged from .06 to .18 across schools and outcomes), and a substantial
decrease in instructional minutes lost (~ 92%). Educational staff also reported favorable
impressions of the intervention. Practical and conceptual implications, limitations of this study,
and directions for future research are further discussed.The research reported here was supported by the Fairway Fund, a College of Education Faculty
Research Award at the University of Oregon and by the Institute of Education Sciences, U.S.
Department of Education, through Grant R305A180006 to the University of Oregon
Restorative and conflict resolution interventions
20 pagesConflicts between peers are inevitable in schools, and schools must be equipped with strategies
to assist students in avoiding conflicts and engaging in problem-solving when conflicts occur.
Restorative practices and other conflict resolution interventions such as peer mediation are
gaining popularity, particularly as an alternate framework to the overutilization of disciplinary
punishment with ethnic minority students. This chapter discusses the effective use of restorative
practices and conflict resolution interventions, with an emphasis on establishing these types of
practices in schools using best practices.Preparation of this chapter was supported by the Institute of
Education Sciences, U.S. Department of Education, through Grant R305A180006 to University
of Oregon
Improving a Universal Intervention for Reducing Exclusionary Discipline Practices using Student and Teacher Guidance
46 pagesExclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional responses for educators and office staff. Additionally, an iterative approach to inform changes was used as part of the development process of ISLA. This paper aims to capture and incorporate the voices of students and staff using multiple methods to seek feedback for refining the quality, feasibility, and contextual fit of the ISLA intervention in middle schools. A total of 53 school staff provided feedback on the ISLA intervention. Further, Design Team members (n = 26) participated in semi-structured interview meetings to inform changes to ISLA. Lastly, student participants (n =
23) engaged in focus groups that were transcribed and coded via an independent co-coding strategy. The findings provide support for preventative school-based interventions that use alternatives to exclusionary discipline, as well as strategies for improving the ISLA intervention.Grant R305A180006, Institute of Education Sciences, U.S. Department of Educatio
Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice
45 pagesExclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited
in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.Grant R305A180006, Institute of Education Sciences, U.S. Department of Educatio
Breathing-Based Meditation for Improving COPD Burden: A Mixed Single- Case and Qualitative Approach
31 pagesChronic obstructive pulmonary disease (COPD) impacts the physiological and psychoemotional
aspects of life. COPD-related secondary sequelae also synergistically interact with
each other. For example, dyspnea affects the severity of breath, body functions, and the mind
(e.g., anxiety, panic, fear). Such negative psycho-emotional states can further negatively
impact the breath and the body (e.g., increased dyspnea). Given the breadth of the impact of
COPD on multiple facets of health and well-being, it is essential to investigate comprehensive
approaches to managing COPD, simultaneously addressing the mind, body, and breath.
Sudarshan Kriya Yoga (SKY), a breathwork meditation program, has previously yielded a wide
range of physiological and psycho-emotional benefits but has not been explored in individuals
with COPD. Using single-case multiple-baseline and qualitative phenomenology
methodologies, this study investigated 1) the relation between dyspnea and SKY and 2) the
feasibility and general perceived effectiveness of SKY among individuals with COPD. Nine
individuals with varying severities of COPD participated. Data collection included ratings of
perceived dyspnea (work of breathing, shortness of breath, dyspnea-related distress, dyspnea-related anxiety) and semi-structured in-depth interviews. Results suggest that SKY is feasible and acceptable for individuals with COPD. Additionally, the results demonstrate proof of concept that SKY can help alleviate aspects of the COPD disease burden related to the mind, body, and breath as well as reduce the cyclical effect of the disease sequelae. Larger-scale trials are warranted, but this study is the first to support SKY as a viable complementary and integrative health approach for individuals with COPD
Moving away from disproportionate exclusionary discipline : developing and utilizing a continuum of preventative and instructional supports
33 pagesAmple scientific research has documented that exclusionary discipline practices are both ineffective for reducing unwanted behaviors and harmful to the long-term social and academic outcomes of students. Further, exclusionary discipline practices are especially harmful given their disproportionate use with students of color, students with disabilities, students living in poverty, and students who are struggling academically. To address these issues, the authors describe a process that uses instructional strategies as alternatives to exclusion. These instructional strategies hold promise for reducing the use of disproportionate discipline, improving student behavior and social skills, and strengthening student鈥搕eacher relationships.The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180006 to University of Oregon