Department of Special Education and Communication Disorders
Department of Special Education and Communication Disorders: Faculty Publications
Document Type
Learning Object
Date of this Version
3-2015
Citation
Strategy brief
Building and Sustaining Student Engagement series (March 2015)
Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States
Abstract
Conclusion
According to Dickinson and Miller (2006), “no in-school suspension (ISS) program, or any other discipline program, will be longitudinally effective until educators help students get to the basis of their behavior problems” (page 80). This notion is reflected in the delivery of ISS in a manner that emphasizes therapeutic and academic goals that relate to the function of students’ behavior problems. The research outlined in this brief has suggested that depending on the mode of delivery, there is great variability in the practices and outcomes associated with ISS. In order to diminish the need for assignments to ISS (or other disciplinary options), the United States Department of Education recently authored a report urging for the adoption of interventions and tools that lead to a positive school climate, the use of clear, consistent behavioral expectations, and data collection and analysis to evaluate progress (US Department of Education, 2014). Additionally, these goals can be met through the use of several other evidence-based interventions, including parent engagement, restitution, behavior contracting, behavior monitoring, and conflict de-escalation in lieu of in-school or outof- school suspension (Peterson, 2005).
In-school suspension: Use with caution; easily misused!
See related Strategy Briefs: Suspension; Expulsion; Punishment; Zero Tolerance.
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