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Direct linkNese, Rhonda N. T.; Santiago-Rosario, María Reina; Malose, Saki; Hamilton, Jillian; Nese, Joseph F. T.; Horner, Rob – Psychology in the Schools, 2022
Exclusionary 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…
Descriptors: Discipline, Student Behavior, Context Effect, Inclusion
Download full textNese, Rhonda N. T.; Santiago-Rosario, María Reina; Malose, Saki; Hamilton, Jillian; Nese, Joseph F. T.; Horner, Rob – Grantee Submission, 2021
Exclusionary 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…
Descriptors: Discipline, Student Behavior, Context Effect, Inclusion
Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Rob – High School Journal, 2015
The purpose of this study was to explore the direct and indirect effects of SWPBIS on high school dropout rates. We used structural equation modeling methods to analyze the web of relationships among important high school level outcomes and SWPBIS in a large sample of high schools from 37 states. Results suggest that SWPBIS has statistically…
Descriptors: High School Students, Dropout Rate, Correlation, Program Implementation
