Bahan Rujukan Penandaarasan Disiplin Murid Sekolah

8/19/2019 Bahan Rujukan Penandaarasan Disiplin Murid Sekolah

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Bahan rujukan penandaarasan disiplin murid sekolah

1. Fair and Effective Discipline for All Students: Best PracticeStrategies for Educators

National Association of School Psychologists

Disciplining students, particularly those with chronic or serious behavior problems, is a long-standing challenge for educators. They must balance the needs of the school communityand those of the individual student. At the heart of this challenge is the use of punitive versussupportive disciplinary practices. Though increasingly common in recent years, reliance onpunitive approaches to discipline, such as 'zero tolerance' policies, has proven largelyineffective, even counterproductive. This holds true both for general education students andthose with disabilities. Current research and legislation offer alternative 'best practice'strategies that support the safe education of all students. uch effective discipline practicesensure the safety and dignity of students and staff, preserve the integrity of the learning

environment, and address the causes of a student's misbehavior in order to improve positivebehavioral s!ills and long-term outcomes.

Punish-Based Discipline Does Not !prove School Safety" #earning or Behavior

"n recent years many schools have adopted a zero tolerance approach to school disciplinethat usually entails the e#pulsion or suspension of students as an automatic conse$uence ofserious acts of misconduct, particularly the possession of weapons or drugs. %nfortunately,an increasing number of schools apply a zero tolerance approach to behaviors that do notnecessarily threaten the safety or welfare of others. &urthermore, harsh conse$uences areinvo!ed automatically, irrespective of the severity of the misbehavior or the circumstanceinvolved, and without consideration of the negative impact of these conse$uences on the

welfare of the offending student or on the overall climate of the school.

esearch repeatedly has demonstrated that suspension, e#pulsion, and other punitiveconse$uences are not the solution to dangerous and disruptive student behaviors. "n factevidence, indicates that dangerous students do not become less dangerous to others whenthey are e#cluded from appropriate school settings( $uite often they become more so . )outhwho are not in school and not in the labor force are at e#ceedingly high ris! of delin$uencyand crime. *ach year's class of dropouts drains the nation of more than + billion in lostearnings and ta#es every year. illions more are spent on welfare, health care and othersocial services.

Zero tolerance policies as usually implemented:

• Do not increase school safety.

• ely too heavily on suspension and e#pulsion, practices that neither improve schoolclimate nor address the source of student alienation.

• Are related to a number of negative conse$uences, including increased rates ofschool drop out and discriminatory application of school discipline.

• /egatively impact minority students and students with disabilities to a greater degreethan other students0studies have shown that these students constitute adisproportionately large percentage of e#pulsions and suspensions.


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• estrict access to appropriate education, often e#acerbating the problems ofstudents with disabilities and achievement difficulties, and thereby increasing theprobability that these students will not complete high school.

Positive Discipline Strategies !prove Safety and $utco!es for All Students

1ositive discipline strategies are research-based procedures that focus on increasingdesirable behaviors instead of simply decreasing undesirable behaviors throughpunishment. They emphasize the importance of ma!ing positive changes in the child'senvironment in order to improve the child's behavior. uch changes may entail the use ofpositive reinforcement, modeling, supportive teacher-student relations, family support andassistance from a variety of educational and mental health specialists.

esearch has proven that positive discipline strategies benefit all studentsbecause2

• 3pportunities to forge relationships with caring adults, coupled with engagingcurriculum, prevent discipline problems.

• Discipline that is fair, corrective and includes therapeutic group relationship-buildingactivities with students reduces the li!elihood of further problems.

• trategies that effectively maintain appropriate social behavior ma!e schools safer.afer schools are more effective learning environments.

• 1ositive solutions address student needs, environmental conditions, teacherinteractions and matching students with curriculum.

• educing student alienation through 'schools-within-a-school' and other peer

relationship can dramatically reduce acting out in schools, especially in large settings

• 4hen students are given an appropriate education in a conducive environment, theyimprove behavior and performance

• Appropriately implemented, proactive behavior support systems can lead to dramaticimprovements that have long-term effects on the lifestyle, functional communications!ills and problem behavior in individuals with disabilities or at ris! for negative adultoutcomes.

IDEA promotes research-based practice. The importance of evidence-based discipline

policies is highlighted in the "D*A Amendments of 5667 that govern services to students withdisabilities. To support students with disabilities who e#hibit challenging behaviors, "D*Are$uires the consideration of 'positive behavior interventions, strategies and supports' whena student's behavior 'impedes his or her own learning or that of others.' The amendmentsapply not only to direct implementation of supports for individual students, but also addressthe broader issues of school safety and climates conducive to learning for all students.ystemic changes in a school's or district's approach to discipline and behavioralintervention, including collaboration with families and community agencies, can significantlyimpact school climate and student learning. chools implementing effective strategies havereported reductions in office discipline referrals by -89( this results in improvedacademic engaged time and improved academic performance for all students. All students,both with disabilities and without, can benefit from proactive behavioral support

systems.


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Research indicates that effective implementation of proactive behavioral supports includes2

• ulturally competent, family-friendly behavior support.

• A focus both on prevention of problem behaviors and early access to effective

behavior support.

• "mplementation with sufficient intensity and scope to produce gains that have asignificant and durable impact on behavior.

• &or individual students, an assessment, including a !unctional "ehavior Assessment, conducted when the problem behavior is first observed or asa proactive activity.

E#amples of effective proactive behavioral strategies$ There are a number of research-based approaches to providing proactive systems of behavioral support in schools, including1ositive ehavior upport :1;, violence prevention programs, social s!ills instruction andschool-based mental health services. These strategies include2

• %iolence prevention2 The most fre$uent components of a violence preventionprogram include a prevention curriculum( services from school psychologists,counselors or social wor!ers( family and community involvement( and implementationof effective school-wide discipline practices. ome e#amples of proven programsinclude2 econd tep and 1romoting 1ositive Thin!ing trategies :see below;.

• &ositive behavioral supports and social s'ills training:2 "nterventions that helpstudents with emotional"*?*; and 1ositive ehavioral "nterventions andupports :1";.

• Early intervention2 "nterventions that target low levels of inappropriate behaviorbefore they escalate into violence can significantly reduce the need for harshconse$uences later. *#amples of proven practices include &irst tep to uccess:!indergarten; and 1ositive Adolescent Choices Training :developed for African American youth;.

• In-school suspension, when focused on continuing the curriculum, whiletherapeutically debriefing to identify and eliminate the root cause of an acting-out

episode, provides an alternative to e#clusion.

• Adult mentors who wor! with students to help to improve self-concept andmotivation to engage in appropriate behavior.

• (eacher support teams :or '"ntervention Assistance Teams'; evaluate both classclimate and student needs, and provide support and strategies to engage difficultstudents as a prevention effort.

Alternative Educational Settings Support Acade!ic and Behavioral Success

/ot all significant behavior problems can be ade$uately addressed through proactivebehavioral support strategies, given the range of causal factors and more immediateconcerns for student safety. >owever, removing students from needed educational services


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through suspension or e#pulsion is not the answer. tudents who need to be removed fromthe regular education setting for even a short time should have access to appropriateinstruction. The "D*A regulations specify an alternative to discontinuing the educationalservices of students with disabilities through implementation of "nterim Alternative*ducational ettings :"A*;. An "A* is a temporary, short-term setting, and must2 :5;enable the student with disabilities to continue to progress in the general curriculum,although in another setting, and to continue to receive those services and modifications thatwill enable the child to meet the goals set out in the "*1( and :; include services andmodifications to address the behavior :e.g., possession of a weapon or drugs, the threat ofin=urious behavior; and prevent its recurrence. "A* can only be implemented through the"ndividualized *ducation Team process, in certain circumstances, following proceduresestablished by "D*A regulations :ear, @uinn, ur!holder, 5;.

haracteristics of effective alternative programs" identified through research" include2

• Bow staff to student ratio with highly trained, culturally diverse staff

• trong component of parent and community agency involvement

• %se of nontraditional instruction, adapted curriculum and fle#ible staff roles

• ufficient funding and resources to implement program

• ensitivity to individual and cultural differences

• Clear program and student goals

• 3nsite counseling services

• ultidisciplinary case management

• esearch-based interventions

• &ormative and summative program evaluation

%esources

ear, ., @uinn, . ur!holder, . :5;. Interim alternative educational settings forchildren with disabilities. ethesda, D2 /ational Association of chool 1sychologists.

/ational Association of chool 1sychologists0www.nasponline.org :see fact sheets on1ositive ehavior upports( Eero Tolerance( "D*A and Discipline;

afe and esponsive chools 1ro=ect0www.indiana.edu/~safeschl

ugai, . >orner, . :5, Fune;. School climate and discipline: Going to scale :The/ational ummit on the hared "mplementation of "D*A, 4ashington, D.C., Fune 5;. Available at2 www.ideainfo.org

Technical Assistance Center on 1ositive ehavioral "nterventions and upports :%niversity of

3regon; www.pbis.org

http://www.nasponline.org/http://www.indiana.edu/~safeschlhttp://www.ideainfo.org/http://www.pbis.org/http://www.pbis.org/http://www.indiana.edu/~safeschlhttp://www.ideainfo.org/http://www.pbis.org/http://www.nasponline.org/


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Effective Proactive Behavioral Support Progra!s

• Center on 1ositive ehavioral "nterventions and upports :%niversity of3regon; www.pbis.org

•

&irst tep to uccess opris 4est :www.sopriswest.com;

• 1ositive Adolescent Choices Training :6G7; 77H-IG

• 1ro=ect AC>"*?* www.proectachieve.info

• econd tep Curriculum www.cfchildren.org

!"S# recogni$es the contributions and suggestions of %ussell S&iba, George 'ear, (iana'rowning )right, Gordon )robel and "ndrea *ohn. Some material was also drawn from the+S# paper by G. Sugai %. orner see %esources0.

& '(('" National Association of School Psychologists" )*)( East +est ,ighay" Suite)('" Bethesda" D '(/1)" 0*(1 234-('4(" fa5 0*(1 234-('43, www.nasponline.org

http://www.naspcenter.org/factsheets/ediscip_fs.html

2. Positive Approaches to School iscipline

School discipline refers to instruction, rules, policies or practices that are intended to manage

student behavior at the classroom and school levels. Positive approaches to school disciplinehave been promoted as more effective alternatives to harsh (e.g., corporal punishment) and

exclusionary discipline (e.g., out of school suspension) which remove students from their

regular educational setting or program. Positive approaches emphasize strengthening the

capacity of both school staff and students to establish and maintain safe, healthy and

supportive school climates to reduce and prevent inappropriate and disruptive student

behavior.

Also called: Supportive School Discipline, Positive School Discipline

- See more at: http://supportiveschooldiscipline.org/learn/reference-

guides/positive-approaches-school-discipline#sthash.bJ1F8l19.dpuf

http://supportiveschooldiscipline.org/learn/reference!guides/positive!approaches!

school!discipline

". iscipline: #ective School Practices B$ %#&'%# B#A'( P)( *+SP( ,niversit-

of elaware( *ewark

raditionall-( with respect to school discipline( American educators have had two

distinct aims: a0 to help create and maintain a safe( orderl-( and positive

learning environment( which often re1uires the use of discipline to correctmis2ehavior3 and 20 to teach or develop self!discipline. Both aims are e1uall-

http://www.pbis.org/http://www.pbis.org/http://www.sopriswest.com/http://www.projectachieve.info/http://www.cfchildren.org/http://www.nasponline.org/http://www.nasponline.org/http://www.naspcenter.org/factsheets/effdiscip_fs.htmlhttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-discipline#sthash.bJ1F8l19.dpufhttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-discipline#sthash.bJ1F8l19.dpufhttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-disciplinehttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-disciplinehttp://www.pbis.org/http://www.sopriswest.com/http://www.projectachieve.info/http://www.cfchildren.org/http://www.nasponline.org/http://www.naspcenter.org/factsheets/effdiscip_fs.htmlhttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-discipline#sthash.bJ1F8l19.dpufhttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-discipline#sthash.bJ1F8l19.dpufhttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-disciplinehttp://supportiveschooldiscipline.org/learn/reference-guides/positive-approaches-school-discipline


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important and should alwa-s 2e included in the development and evaluation of

school discipline practices. 4hereas the 5rst is generall- viewed as an

immediate aim to stop mis2ehavior and 2ring a2out compliance0( the second is

viewed as long term to develop autonom- and responsi2le citi6enship0. Both

aims are reciprocall- related in that each promotes the other. Both also serve a

preventive function. hat is( 2- correcting mis2ehavior and developing self!discipline( schools help prevent the future occurrence of 2ehavior pro2lems.

+)A77#*%#S & #88#+9# S+)&&7 9S+9P79*# oo often( schools fail to

understand that maintaining safet-( including the correction of mis2ehavior( is a

prere1uisite for developing self!discipline( 2ut it is not su;cient. Schools and

other institutions that are eective in esta2lishing and maintaining order and

safet- are not necessaril- eective in developing selfdiscipline or in preventing

future 2ehavior pro2lems. his is most evident when adult supervision(

s-stematic rewards( clear rules and e Prisons

provide an e


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using praise and rewards in an informational rather than controlling manner see

Bear( HIIJ for speci5c techni1ues0. +&''#+9*% F9SB#)A9&' 'esearch

supports an authoritative st-le of discipline not onl- in the prevention of 2ehavior

pro2lems 2ut also in their correction. Authoritative Approaches to +orrecting

Fis2ehavior Authoritative educators guide rather than control students. he-

view disciplinar- encounters not merel- as situations that ma- re1uirepunishment as a means of correction( 2ut as opportunities to teach appropriate

2ehavior and help develop self!discipline and prevent future 2ehavior pro2lems.

Similar to their approach to prevention( authoritative educators com2ine

responsiveness e.g.( demonstrating support and caring3 striving to prevent

lasting harm to the teacherEstudent relationship0 with demandingness e.g.(

remaining 5rm( communicating clear e>pro


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emotional competencies and positive teacherEstudent relations( such as joint

social pro2lem!solving and induction( where the focus is on the impact of one>s

2ehavior on others. '#F#9A9*% A* '#SP&*9*% & +)'&*9+ A* S#'9&,S

B#)A9&' P'&B7#FS 8or the majorit- of students in most schools i.e.( the

universal tier0( the a2ove strategies and techni1ues are generall- su;cient for

developing self!discipline and for preventing and correcting 2ehavior pro2lems.Students with chronic or serious 2ehavior pro2lems( and especiall- those shown

to 2e resistant to interventions( re1uire more comprehensive and intensive

services( resources( and supports. Similar 2ut Fore 9ntensive Strategies he

strategies and techni1ues used for chronic and serious 2ehavior pro2lems dier

more in intensit- than design( relative to the strategies descri2ed a2ove for more

ever-da- discipline issues. hat is( man- of the same techni1ues are used( 2ut

delivered in a more fre1uent and s-stematic fashion e.g.( re1uiring a classroom

aide or smaller class si6e0. Fore argeted and 9ntensive Strategies &ther

strategies( however( are more speci5c to this group of intervention!resistant

students( and more congruent with an intensive ier "0 level of supports andinterventions. Such services and supports should 2e: * +omprehensive( targeting

multiple risk and protective factors * Broad!2ased( adopting a s-stem in which a

network of mental health specialists( educators( and others in the communit-

work together with students and their families * #vidence!2ased * 9ntensive(

sustained over time( and implemented with 5delit- * 9ndividuali6ed * +ogni6ant

of the importance of earl- intervention( including interventions provided at an

earl- age as well as those provided when indicators of 2ehavior pro2lems 5rst

appear hese interventions( services( and supports address not onl- the needs of

students with chronic 2ehavior pro2lems( 2ut also those who ma- have no

histor- of 2ehavior pro2lems 2ut nevertheless e


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in Best Practices in School Ps-cholog- HIID0. # HICI *ational Association of

School Ps-chologists( "I #ast 4est )ighwa-( Suite IH( Bethesda( F HIDC@

"IC0 MJN!IHNI S)CDE iscipline

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Bahan Rujukan Penandaarasan Disiplin Murid Sekolah

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