School Discipline at a Crossroads: From Zero Tolerance to Early Response

By R. Skiba, R. Peterson. 2000

554 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e1e8007e470148aff83b77528c2aec3679d78354

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. McIntosh
2. R. Horner
3. G. Sugai
4. Brandi Simonsen
5. L. Kern
6. Melissa Stormont
7. L. Eber
8. Timothy J. Lewis

In Education

1. K. McIntosh
2. G. Sugai
3. R. Horner
4. M. Rocque
5. M. Caton
6. R. Skiba
7. Brandi Simonsen
8. L. Kern

In Social Psychology

1. G. Sugai
2. R. Horner
3. L. Kern
4. K. McIntosh
5. Brandi Simonsen
6. Patricia H. Manz
7. M. Rocque
8. M. Caton

Citations in the corpus

• Wraparound and Positive Behavioral Interventions and Supports in the Schools (2002, methodology): “C. Smith (2000) suggested that the behavioral and discipline expectations of IDEA ’97 are at risk for such broad-based systemic failure unless sustained training efforts and system supports are established to ensure that school personnel reliably demonstrate the skills required to meet the mandate (”
• Separate and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders (2002, background): “Office referrals, suspension, and expulsion remain the predominant means of dealing with serious misbehavior (Bear, 1998), even though these strategies may actually exacerbate the problem and increase student misbehavior (Lewis & Garrison-Harrell, 1999; Mayer, 1995; Skiba & Peterson, 2000).”
• Office Discipline and Student Behavior: Does Race Matter? (2010, background): “Studies have consistently found that African Americans are punished at a rate disproportionate to their population (Children’s Defense Fund 1975; Skiba et al. 1997; Skiba and Peterson 2000; Wu et al. 1982).”
• What We Know and Need to Know about Preventing Problem Behavior in Schools (2008, background): “…of negative side effects occur, including: (a) increases in antisocial behavior, (b) more coercive interactions among adults and students, and (c) decreases in academic achievement and social behavior displays (McEvoy & Welker, 2000; Patterson, Reid, & Dishion, 1992; Skiba & Peterson, 1999, 2000).”
• Schoolwide Positive Behavior Supports (2008, background): “That is, they invest in other security (e.g., metal detectors) and punitive measures (e.g., “zero tolerance” policies that result in expulsion) that actually have little impact on student behavior (Skiba & Peterson, 2000).”
• The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “…behavior rather than relying on punishment or exclusion approaches to behavioral problems, approaches that often hinder rather than encourage a healthy school climate (Sugai & Horner, 2008) and do not typically create teaching opportunities that promote prosocial behavior (Skiba & Peterson, 2000).”
• A Look at Current Validity Issues of School-Wide Behavior Support (2004, background): “In response to this mandate, there has been increased attention to the nature of disciplinary procedures in our nation’s schools as well as an urgency to identify sustainable systemic approaches to assure student safety (Skiba & Peterson, 2000).”
• Predicting violence from school misbehavior: Promises and perils (2001, background): “In addition to the perspective of individuals’ contribution to school violence, there is concern about the systemic contribution of high levels of overall disciplinary disruptions in a school to acts of more serious violence (Skiba & Peterson, 2000).”
• Handbook of Classroom Management (2014, unknown): “Unfortunately, many educators have been slow to implement best practice until problems become chronic and entrenched (Kauff man, 1999), even though recent research has shown a clear link between “minor” discipline problems and later signifi cant problems (Skiba & Peterson, 2000).”
• Black Male Perspectives on Their Educational Experiences in High School (2012, background): “Scholars have been bemoaning the school system’s exclusionary policies because of the disproportionate effects on Black students, especially Black males (Gregory et al., 2010; Monroe, 2005, 2009; Skiba & Peterson, 2000; Skiba & Rausch, 2006).”
• Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students (2014, methodology): “Research has consistently shown that punishment and exclusion without positive, proactive supports is an ineffective method for behaviour change (Attar, Guerra, & Tolan, 1994; Skiba & Peterson, 2000).”
• Positive Behavior Support Systems: Applying Key Features in Preschool Settings (2005, background): “Many contributing factors—including common school discipline practices that exacerbate and perpetuate negative behavior patterns—can contribute to the stability of problem behavior in children (Kauffman; Lewis & Sugai, 1999; Mayer, 1995; Skiba & Peterson, 2000).”