Proactive Behavior Strategies to Reduce Challenging Behaviors Leading to Exclusionary Discipline

Authors

Katherine A. Graves, University of Missouri - ColumbiaFollow
Lindsey Mirielli, University of Missouri- ColumbiaFollow
Chad RoseFollow

Author ORCID Identifier

0000-0002-2740-6751

Abstract

Teachers face a persistent challenge of addressing problem behavior in schools, often leading to office disciplinary referrals (ODRs) and subsequent exclusionary discipline practices such as suspension or expulsion. Despite widespread use, these disciplinary measures have shown little effectiveness in enhancing school safety or addressing student behavior. However, teachers can play a crucial role in mitigating problem behavior by implementing proactive strategies. By adopting effective proactive approaches, teachers can reduce the frequency of ODRs and subsequently decrease reliance on exclusionary discipline, thereby minimizing the adverse immediate and long-term outcomes associated with such practices. The purpose of this paper is to provide guidance to teachers in evaluating their current practices and selecting strategies that can be easily implemented within a classroom setting. These evidence-based strategies have been shown to reduce problem behavior for all students, including students with disabilities, ultimately resulting in a decrease in office disciplinary referrals and exclusionary discipline practices.

Recommended Citation

Graves, Katherine A.; Mirielli, Lindsey; and Rose, Chad (2023) "Proactive Behavior Strategies to Reduce Challenging Behaviors Leading to Exclusionary Discipline," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 8: Iss. 1, Article 2.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol8/iss1/2