Abstract

Research has suggested that students from underserved and underrepresented backgrounds (e.g., students of color and those with disabilities) have received higher rates of exclusionary discipline (e.g., suspensions and expulsions) than their peers who are White and without disability. Various interventions have been implemented to address this issue; however, disproportional disciplinary practices remain an area of concern for school leaders and researchers. The current article posits an alternative approach to this issue through reframing how we think of education and exclusionary discipline. Addressing behavior through the lens of behavioral functioning allows for teachers and administrators to be able to better pinpoint “why” a student is engaging in a behavior that may lead to disciplinary infractions. This approach can help with disproportional disciplinary practices as determining behavioral functioning helps to drive effective intervention, which, when implemented with fidelity, should reduce the need to remove the student from class.

Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.1937023 .

摘要

研究表明，来自服务不足和代表性不足的背景的学生（例如，有色人种和残疾学生）比他们的白人和非残疾同龄人受到更高的排斥性纪律处分（例如，停学和开除）。已采取各种干预措施来解决这个问题；然而，不成比例的纪律做法仍然是学校领导和研究人员关注的一个领域。当前的文章通过重新定义我们对教育和排他性纪律的看法，提出了解决这个问题的另一种方法。通过行为功能的视角处理行为，教师和管理人员能够更好地查明“为什么”学生从事可能导致纪律违规的行为。

本文的补充数据可在 https://doi.org/10.1080/1045988X.2021.1937023 在线获得。