Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice

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dc.contributor.authorFurjanic, David
dc.contributor.authorMannan, Irin
dc.contributor.authorHamilton, Jillian C.
dc.contributor.authorNese, Joseph F. T.
dc.contributor.authorAustin, Sean
dc.contributor.authorIzzard, Sara
dc.contributor.authorNese, Rhonda N. T.
dc.date.accessioned2022-03-09T20:05:25Z
dc.date.available2022-03-09T20:05:25Z
dc.date.issued2022
dc.description45 pagesen_US
dc.description.abstractExclusionary 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.en_US
dc.description.sponsorshipGrant R305A180006, Institute of Education Sciences, U.S. Department of Educationen_US
dc.identifier.urihttps://hdl.handle.net/1794/27085
dc.language.isoenen_US
dc.publisherThe University of Oregonen_US
dc.rightsCreative Commons BY-NC-ND 4.0-USen_US
dc.subjectexclusion alternativesen_US
dc.subjectmixed methodsen_US
dc.subjectpreventionen_US
dc.subjectsocial validityen_US
dc.titleExamining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voiceen_US
dc.typeArticleen_US

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