Send Em’ To The Principal’s Office!

When I was in elementary school, I had a bit of a tough time of it.  From first to third grade I spent an inordinate amount of time in the principal’s office, the punitive measure of choice at my elementary school.  Every paper thrown, inappropriate comment bellowed and t-shirt removed during a reading lesson (I won’t get into this) evoked the same response from my teachers:

“Go to the principal’s office.”

The office secretary knew me by name, I knew the number of carpet squares I would trod upon en-route and had more or less memorized the spiel I’d get from the principal.

“Don’t do _________ again, Zach.   Don’t you realize that you’re disrupting the class?  I’m disappointed in you.”

It struck me later while studying the principles of behavior that, although my elementary school teachers were sending me to the principal’s office as a punishment for my various infractions, going to the office was not punishing at all.

Martin and Pear (2003) define a Punisher as “an event that, when presented immediately following a behavior, causes the behavior to decrease in frequency.”

Martin and Pear (2003) nicely illustrate the Principle of Punishment:

If, in a given situation, somebody does something that is immediately followed by a punisher, then that person is less likely to do the same thing again when he/she next encounters a similar situation.

Additionally, Cooper, Heron and Heward  (2007) note that “like reinforcement” punishment is“defined by its effects on the future frequency of behavior.”

I assume that my teachers’ propensity for sending me to the principal’s office was “done with the intention of reducing [my] tendencies to behave in certain ways” (Skinner, 1953).

However, in retrospect, it didn’t work.  If going to the principal’s office were effective as a punisher, it would’ve reduced the future frequency of my behavior (for the record, I removed my shirt several more times during reading group).

So why did they keep sending me up to that office if it didn’t reduce my behavior?  I think there are a couple of reasons.

Read more of Zachary Ikkanda's Special Education Advisor Blog article HERE.

Texas Districts Flagged for Suspending Students With Disabilities

By Nirvi Shah from On Special Education

Disability Rights Texas has flagged 30 districts for disproportionately using out-of-school suspensions to punish students with disabilities.

Based on data from the Texas Education Agency, the group said that in these 30 districts, about 22 percent of students with disabilities were suspended out of school during the 2010-11 school year, compared to an average of 7 percent for students with disabilities in all Texas districts. But across all groups of students in all districts, only about 4 percent of students were suspended out of school, Disability Rights Texas said in a report this month.

The group, along with several others, is asking the districts to change their approaches to discipline.

Read more HERE.

State Schools Chief Tom Torlakson Urges Schools to Consider Alternative Discipline for Disruptive Students to Keep Them in School

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today issued the following statement during the National Week of Action on school discipline occurring October 1-8:

"A single disruptive student can distract an entire class from learning, which is why it's so important that all students grant their teachers the respect and attention they deserve. Students who fall short of that standard need to be held responsible for their actions.

"I urge school districts, when setting discipline policies appropriate for their communities, to recognize that all children benefit from being in school and consider appropriate alternatives to suspensions and expulsions such as teaching positive behavior and employing intervention techniques to prevent misbehavior in the classroom.

"During this National Week of Action, I encourage all students to stay in school and talk with their teachers about appropriate behavior. I also encourage educators to use this week as a teachable moment to help troubled youth stay on the path to graduation and future success."

See CDE News Release HERE.

Behavior and Discipline for Children with a Disability

By Doug Goldberg Featured, Special Education Advisor

Nothing upsets me greater than when a child is continually disciplined at School when the behavior is obviously a manifestation of their disability. The Individuals with Disability Education Act (IDEA) has set up specific discipline rules to follow when this occurs. My problem is when these ruled aren’t followed and the child is thus denied their right to a Free Appropriate Public Education (FAPE). Before I expand on how I have seen schools skirt their legal responsibility with regard to discipline in the United States, I’m going take a moment to address what is happening elsewhere in the world regarding this issue.

I came across this article yesterday from the Sydney Morning Herald in Australia, “Parents of disabled children rebel against suspensions”. The first thing that jumped out at me from the article was:

One boy from Wagga Wagga, with a mild intellectual disability and emotional disorder, was suspended three times for a total of 80 days as an eight-year-old.

Since students in Australia attend school for approximately 200 days an 80 day suspension means the child missed 40% of the School year. There is no way this boy is receiving an education if he missed 40% of the School year.

The article went on to discuss the plight of Julie Black and her family. Julie Black’s daughter a 15 year old with a disability had been suspended 6 times. Julie had managed to get 5 of the suspensions overturned through appeals but was still struggling with the school district every day.

I was able to connect with Julie on a Facebook via a fan page for Autism Mothers. Julie wrote:

Since this article was in the paper, my 15 year old daughter has been suspended two more times including right now. She has had 17 days suspension (so far) in the last two months (and there was a 2 weeks school holiday in the middle of that). I have had many meetings with the school but it achieves nothing. They decide on some strategies (which they then fail to implement) and then she goes back to school for a few days and then they suspend her again.

I am taking this matter to the Federal Court and to the Australian Human Rights Commission etc. I want to get national attention to this issue.

I applaud Julie and the other families in Australia for taking on this fight and I wish them all the best. It makes me realize that while IDEA isn’t perfect if you understand the rules and the process regarding discipline, it can be an effective tool to safeguard children with a disability and provide positive intervention strategies.

With that being said, here are some tips to remember when dealing with negative behaviors and discipline:

1. In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;

2. Before writing a behavior plan first conduct a functional behavior assessment; Starting behavior interventions strategies without first figuring out the function of the behavior can makes things worse;

3. Parent input into the behavior plan is crucial;

4. Parent training is crucial so that the behavioral interventions strategies can be carried over to the home environment as well.

5. If the child is sent home from School for negative behaviors without a suspension, this is still considered a removal from the educational setting. IDEA requires an IEP be held to determine if the behavior is a manifestation of the child’s disability when the child has been removed for more than ten consecutive school days or the child has been subjected to a series of removals that constitute a pattern for more than 10 days;

6. Removals from the classroom for an extended period of time SHOULD NOT be part of your long term behavior intervention plan. If the child is not in the classroom they CANNOT learn;

7. Last but not least, you may have to consider the current school or class placement is not appropriate for your child.

Behavior and discipline for Children with a disability is extremely complicated but it is the obligation of the School to assess, structure, and execute positive behavior interventions and supports. It is also important that to the extent that the current behavior plan isn’t working that it is reviewed and modified to address the ongoing behavior so that it does not recur.

Article HERE.