Table 11.2: Warning or verbal correction of behavior | Supportive discipline
Warning or verbal correction of behavior | Supportive discipline
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
NCIER®
Response Supportive Discipline
17 claims on pp. 81–98 (fact 13, statement 1, definition 3).
Claims about Response Supportive Discipline
Table 11.2: Disciplinary measures (e.g., in-school detention; removal... | Supportive discipline
Disciplinary measures (e.g., in-school detention; removal of privileges) | Supportive discipline
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Behavioral or movement controls (e.g., changes to arrival... | Supportive discipline
Behavioral or movement controls (e.g., changes to arrival time or passing times) | Supportive discipline
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Principals choosing disciplinary measures opted for supportive discipline, not suspension/expulsion
When principals did select the use of disciplinary measures in response to behavior included in a scenario, they opted for supportive discipline measures, such as in-school detentions and removing privileges—versus outright exclusionary discipline, such as out-of-school suspension or expulsion.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
About two-thirds of schools selected supportive discipline regardless of incident level
Sample (N = None) · Figure 11.4 columns: low-severity observations | high-severity observations
Furthermore, it is common for schools to address both low- and high-level incidents using supportive disciplinary measures, such as detention or removal of privileges; about two-thirds of schools selected these options regardless of incident level.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Verbal warnings common for lower-level incidents but much less common in more severe cases
By contrast, use of verbal warnings was common for lower-level incidents but much less common in more severe cases.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Warning or verbal correction of behavior: Scn A 86; Scn H 23
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Warning or verbal correction of behavior | 86 | 23
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Disciplinary measures: low-severity (Scn A) unlabeled; high-severity (Scn H) 70
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Disciplinary measures | [unlabeled] | 70
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, behavioral or movement controls: low-severity (A) 17; high-severity (H) 45
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Behavioral or movement controls | 17 | 45
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Warning or verbal correction of behavior: Scn I 72; Scn P 19
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Warning or verbal correction of behavior | 72 | 19
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Disciplinary measures: low-severity (Scn I) 60; high-severity (Scn P) 68
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Disciplinary measures | 60 | 68
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, behavioral or movement controls: low-severity (I) 11; high-severity (P) 56
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Behavioral or movement controls | 11 | 56
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Weight of supportive disciplinary approaches indicates a component of most responses
The weight of supportive disciplinary approaches also indicates that this is a component of most responses, as would be expected for situations that could disrupt school functioning and make others feel unsafe.
cite page 91 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Warning or verbal correction of behavior (Supportive discipline): cell values for Scena
Warning or verbal correction of behavior | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Disciplinary measures (Supportive discipline): cell values for Scenarios A-P shown only
Disciplinary measures | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Behavioral or movement controls (Supportive discipline): cell values for Scenarios A-P
Behavioral or movement controls | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
BTAM program not intended to increase exclusionary discipline; encourages supportive interventions
A BTAM program is not intended to increase the use of exclusionary discipline or criminal justice responses; instead, the approach encourages supporting interventions matched to individual student needs.
cite page 98 Ch 12: What Do Principals Think Are the Effects of Their BTAM Programs?
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