Abstract

Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices.

Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences.

Implications for practice, limitations, and suggestions for future research are discussed.

摘要

尽管收益有限且相关的负面学生成绩，但学校仍采用排他性纪律做法。替代策略，例如积极的行为干预和支持，可以减少排他性的纪律实践，尽管研究在二级环境中是有限的。本研究探讨了在包容性技能培养学习方法(ISLA) 的迭代改进过程中如何利用学生和学校教职员工的意见，这是一种通过教学和恢复性实践减少中学排他性纪律实践的干预措施。

假设利益相关者的有意参与会影响实施的可接受性和保真度，这对于实现干预结果至关重要。两年混合方法方法的数据表明，在整个实施过程中让利益相关者参与提高了保真度。定量结果表明对利益相关者经验的更好理解。

讨论了对实践的影响、局限性和对未来研究的建议。