Examining the Inclusive Skill-Building Learning Approach (ISLA) and Its Effectiveness in Reducing Exclusionary Discipline Disparities

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dc.contributor.advisorKjellstrand, Jean
dc.contributor.authorMannan, Irin
dc.date.accessioned2024-08-07T19:46:32Z
dc.date.available2024-08-07T19:46:32Z
dc.date.issued2024-08-07
dc.description.abstractBackground: Exclusionary disciplinary practices such as office disciplinary referrals (ODR), in-school suspensions (ISS), and out-of-school suspensions (OSS) are used across grades K–12 despite their negative impact on students, schools, and society. These forms of punishments are used for behavior management even though research has indicated their ineffectiveness. Studies have also found that exclusionary discipline is administered at disproportionate rates to students of color, males, and students with disabilities. The Inclusive Skill Building Learning Approach (ISLA) is an alternative that aims to reduce exclusionary discipline practices while providing instructional support when students are removed from the learning environment for practical behavior change. The purpose of this study is to examine ISLA’s effectiveness in reducing discipline disparities for students of color, males, and students with disabilities. Methods: This cohort study focuses on Oregon middle school students and examines ISS and OSS frequencies for 2021–2022 academic year. Sample participants (N = 891) include students from six schools, three ISLA schools and three non-ISLA. Negative binomial regression modeling was used to examine frequencies of ISS and OSS while controlling for school level variables. ISLA’s effects on ISS and OSS outcomes were also examined as moderated by student race/ethnicity, gender, and disability status. Results: Gender was a significant predictor for the ISS regression model and student disability status was a significant predictor for OSS whereby being male predicted 7% higher incidences of ISS and being a student with a disability predicted 92% higher incidences of OSS. Four of the six interactions modeled were also statistically significant, and results indicated that White students, males, and students with disabilities who attended ISLA schools had lower frequencies of ISS compared to students in the non-ISLA schools. Only White students who attended ISLA schools had lower frequencies of OSS compared to students in the non-ISLA schools. Conclusions: Findings indicate that ISLA is a promising intervention for reducing exclusionary discipline especially in terms of decreasing the frequency of in school suspension for specific populations such as males and students with disabilities. However, it is important to note that ISLA was not associated with fewer suspensions for Nonwhite students, who are often at the highest risk for exclusion. Implications, limitations, and future research are discussed.en_US
dc.identifier.urihttps://hdl.handle.net/1794/29685
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectDisproportionalityen_US
dc.subjectExclusionary disciplineen_US
dc.subjectPreventionen_US
dc.titleExamining the Inclusive Skill-Building Learning Approach (ISLA) and Its Effectiveness in Reducing Exclusionary Discipline Disparities
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Counseling Psychology and Human Services
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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