Preschool and Child Care Expulsion and Suspension: Rates and Predictors in One State

By Walter S. Gilliam, Golan Shahar. 2006

358 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/485109a76dbc32506b31bb11b88dc923e3546be6

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Citations in the corpus

Assessment and Implementation of Positive Behavior Support in Preschools (2007, background): “This was especially true if the consultation was provided on an ongoing basis ( Gilliam & Shabar, 2006 ).”
Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes (2015, background): “Many of these children are at elevated risk for negative interactions between themselves and their teachers (Driscoll & Pianta, 2010; Quesenberry, Hemmeter, & Ostrosky, 2011) and being suspended and expelled from their early childhood programs (Gilliam & Shahar, 2006).”
Teacher Decision Factors That Lead to Preschool Expulsion: Scale Development and Preliminary Validation of the Preschool Expulsion Risk Measure (2018, background): “…teachers who screen positive for depression report nearly twice the rate of expulsions compared with those who do not screen positive for depression (Gilliam, 2005), and both provider depression and job stress are robust predictors of expulsions in childcare centers (Gilliam & Shahar, 2006).”
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017, background): “Lack of inhibitory control has been implicated as a reason for referrals for special education (Sullivan & Field, 2013) and exclusionary discipline practices (Gilliam & Shahar, 2006) that can constrain early education opportunities and later outcomes.”
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students (2015, background): “Furthermore, teachers’ self-reported distress in response to challenging student behaviors is associated with the growing rate of preschool expulsions (Gilliam and Shabar 2006).”
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure (2008, neutral): “As alarming as these numbers are, however, expulsion rates in some states range as high asroughly25per1,000orastaggering1outofevery40childrenenrolled( Gilliam&Shahar,2006 ).”
Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students (2013, methodology): “In one study, kindergarten teachers estimated that 50% of the children in their classrooms exhibited maladaptive behavior (Rimm-Kaufmann, Pianta, & Cox, 2000), and one out of every 40 children enrolled in prekindergarten is expelled for such behavior (Gilliam & Shahar, 2006).”
The Evidence Base for Mental Health Consultation in Early Childhood Settings: Research Synthesis Addressing Staff and Program Outcomes (2008, background): “Gilliam and Shahar (2006) found that the rate of expulsion among preschoolers in Massachusetts was more than 34 times the rate of expulsion during the K–12 years.”
The Evidence Base for Mental Health Consultation in Early Childhood Settings: A Research Synthesis Addressing Children's Behavioral Outcomes (2010, background): “A study looking at pre-kindergarten expulsion and suspension rates in Massachusetts found that the rate of expulsion among preschoolers is more than 34 times the rate of expulsion during the K–12 years (Gilliam & Shahar, 2006).”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “Exploring causal links between behavioral regulation and academic achievement seems especially important in light of recent reports that document the difficulty that many children have with the school transition (Gilliam & Shahar, 2006; McClelland et al., 2000; Rimm- Kaufman, Pianta, & Cox, 2000).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “Expulsion rates are 13 times higher in federally funded child care centers than in K–12 classrooms (Gilliam & Shahar, 2006).”