The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.

中文翻译：

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密苏里州全校积极行为支持 （MO SW-PBS） 对学科排除的影响


排他性纪律做法对儿童和青少年的负面后果是公认的。幸运的是，在过去的二十年里，研究表明，积极的教学方法和建立支持性的课堂和学校环境可以有效地促进学生的社交、情感和行为健康，尤其是当循证实践被置于解决问题的多层支持系统中时，例如全校范围内的积极行为干预和支持 （SWPBIS）。最近检查全州行为干预和支持 （PBIS） 举措的工作，包括对学校领导团队的专业发展和技术援助，清楚地表明教育工作者可以减少问题行为，从而减少对排他性纪律实践的需求或使用。本研究通过检查密苏里州随时间和年级的 SWPBIS 计划来扩展该知识体系。使用现有的数据库，将保真度实施 SWPBIS 的学校与未实施 11 学年的学校进行了比较。结果表明，保真度实施 SWPBIS 的学校在小学、初中和高中阶段的排他性纪律实践率在统计学上显着降低。结果在过去全州 SWPBIS 计划的背景下进行了讨论。