Denise K. Whitford

Discriminatory Discipline: Trends and Issues.

Discriminatory discipline has been widely documented for decades, yet little progress has been made to narrow the gap. Due to the long-standing history of discriminatory discipline, current nationwide data, and recent federal initiatives, there is a need for a comprehensive examination of this critical issue. Therefore, we discuss populations effected by discriminatory discipline, including students of color and students in special education. Research indicates that prevention and intervention efforts that begin at the administrative level are necessary.

A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions

Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research (e.g., randomized controlled trials [RCTs]) on the school-level effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. Therefore, we conducted a systematic review and meta-analysis following What Works Clearinghouse procedures to investigate that relationship. We identified four group experimental studies that included disciplinary exclusion as an outcome variable; two RCTs and two quasi-experimental designs. Overall, 90 schools, including both elementary and high schools, were evaluated. A statistically significant large treatment effect (g = −.86) was found for school suspension, but no treatment effect was found for office discipline referrals. Implications for future research are discussed.

Empathy Intervention to Reduce Implicit Bias in Pre-Service Teachers:

There have been long-term concerns regarding discriminatory discipline practices used with culturally and linguistically diverse students, with little research on the impact teacher-centered empathy interventions may have on this population. This randomized pretest–posttest control group design investigates the ability of a brief empathy-inducing intervention to improve the implicit bias of pre-service teachers, as measured by the Implicit Association Test. We found the empathy intervention statistically significant at decreasing the implicit bias of White female pre-service teachers toward Black individuals (F = 7.55, η2 = 0.22, p = 0.01). Implications and future research are discussed, including extended intervention periods.

Culturally and Linguistically Diverse Learners in Special Education: English Learners.

The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.

The Use of Aversives in Special Education: Legal and Practice Considerations for School Principals:

The use of aversives as a method for behavioral intervention in U.S. public schools has been a persistent concern and often subject to litigation, particularly among students with disabilities. The use of aversives (restraint, seclusion, and corporal punishment) have been supported in some cases due to their perceived necessity to keep children and youth with disabilities from causing harm to themselves or others or as a pedagogical method for behavior change. However, research strongly supports the need for less use of aversives and instead a critical focus on the use of multitiered systems of support to prevent the escalation of behavior that may result in the use of aversives. This article provides a review of 173 legal cases from 1997 through 2016 that ruled on the use of aversives in public schools for children and youth with disabilities. The authors provide legal implications to schools that use aversives, as well as an alternative framework for school principals in lieu of using restraint, seclusion, and corporal punishment as methods for behavior intervention.

Caregiver Engagement: Advancing Academic and Behavioral Outcomes for Culturally and Linguistically Diverse Students in Special Education:

The Every Student Succeeds Act encourages home, school, and community partnerships as a method for improving academic achievement. Districts who seek federal funding must provide outreach to all caregivers within the district, making meaningful efforts to attract those with the greatest barriers to engagement. This review provides a thematic analysis of methods for cultivating home and school partnerships with caregivers of students who are culturally and linguistically diverse in special education. Emphasis is placed on the roles and responsibilities of school principals based on the development of culturally responsive school leadership. Student impact, as well as recommendations for practice are provided.