• Summary
  • Contents
  • Subject index

A positive model for restorative discipline

If you would like a more effective way to deal with discipline issues than “old school” punishment, this book is for you. The authors provide a research-based and field-tested model that gives school leaders more productive alternatives to reprimands, exclusion, and out-of-school suspension. This positive program helps improve behavior and keep students in school. This guide's model covers school-wide prevention, restoration, and intervention needs for students with emotional, behavioral, and conduct disorders (such as bullying) as well as developmental disabilities and autism. Key topics include: The latest research on the effectiveness of restorative discipline; How to implement a comprehensive, school-wide discipline plan; Ways to support and sustain the plan with teacher teams; Networking with community services such as child protection, child welfare, juvenile justice, and mental health professionals

This program has high social validity and utility for actual school and classroom settings. In addition to content learning, students need to learn appropriate behavior and social skills to succeed in school and in life. This book offers a solid, proven, and humane program that benefits students and keeps the focus where it should be—on learning.

A Framework for Child-Focused Interventions
A framework for child-focused interventions

Schoolwide behavior expectations and the principles of restorative practices described in Chapter 3 address the kinds of minor behavior challenges or first offenses typical of students in the general school population and at various times for individual children. This chapter focuses on interventions for students whose behavioral challenges are more severe and/or persistent, thus requiring structured and individualized planning to enable them to learn and to ensure their own and others' safety. Classroom teachers may need access to specialist advice to help them implement secondary interventions for as many as 15% of their students who present social, emotional, and behavioral challenges at various times during the school year. Another 3% to 5% of the school population ...

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