Detentions & Suspensions: FAQs

1. Detentions & Suspensions: FAQs George Sugai OSEP Center on Positive Behavioral Interventions & Supports May 26, 2005

2. Purpose To summarize implementation features of D&S. • Question/answer format. Key researchers: Denise Gottfredson, Roy Mayer, Reece Petterson, Russ Skiba

3. Main Message Use of detentions/suspensions can be effective for some students if combined w/ continuum of school-wide & individual positive behavior supports

4. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

5. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

6. Statistics from American Academy of Pediatrics (2003) • In 1997, ~90% of 3.1 million suspensions, students were suspended for nonviolent & noncriminal acts • Students 5-6x more likely to be expelled from small v. large cities

7. Why? (AAP, 2003) • Disciplinary tactic • Cooling off • Warning for parents • Elimination of troublesome students • Most of these students do not receive alternative education

8. Who? (AAP, 2003) • Least likely to have home supervision • Near or below poverty level • Single parents (2-4x as likely) • African American youth suspended 2x white students • Most likely to need supervision & mental health supports • Victims of abuse, depression, witnessed domestic violence • Most likely to commit crimes, smoke, use alcohol & drugs, engage in sexual intercourse, or dropout

9. Alternatives? (AAP, 2003) • Skimpy at best • What? • Alternative placements • Assessments • Additional supports

10. What are “detentions & suspensions?” • Consequences given for displays of moderate & severe problem behavior. • Detentions: In-school locations. • Suspensions: Out-of-school.

11. D&S alone NOT treatment intervention. • More appropriate alternative behaviors not emphasized. • If justified, include as element in comprehensive behavior support plan. • D&S are effective if associated with decreased future occurrences of problem behavior.

12. Why are D&S used in schools? • Decrease future occurrences of serious problem behavior. • Inhibit/prevent future occurrences of serious problem behavior in others. • Encourage displays of appropriate behavior. • Communicate seriousness of problem behavior.  • Allow instruction to continue

13. Why used? (con’t.) • D&S part of action sequence • Label behavior as rule violation • Present verbal reprimand • Involve others

14. How is effectiveness of D&S determined? • Conduct regular data review. • “Big Five” ODR • By #/day/month • By type • By location • By time • By student

15. Strive toward • Decreased occurrences of problem behaviors. • Decreased use of D&S. • Increased displays of appropriate behavior.

16. Are D&S same as “timeout?” • Timeout • Brief (3-10 min.) removal from “reinforcing time-in” • Decrease in behavior • See Timeout checklist.

17. What is required to increase utility & impact of D&S? • Regular meetings of school-wide discipline/climate leadership team • Review school climate & status of behavior. • Review strategy effectiveness.

18. Proactive school- & classroom-wide behavior support or discipline systems are in place. • Desired expectations & behaviors taught, supervised, & reinforced. • >80% of staff actively participating.

19. Continuum of behavior support. • D&S one element • Measurable data decision rules in place. • Time allocated for instruction & high rates of academic success.

20. SW agreements about staff v. office managed problem behaviors. • Definitions of behaviors • Criteria for earning D&S. • PBS implemented with high fidelity for non-responding students.  

21. For whom would S&D expect to have desirable effect? >80% of students respond favorably to use &/or threat of D&S ~20% of students require more individualized & comprehensive interventions. 

22. What should be done for nonresponding students? • Refer to specialized behavior support team • Establish clear decision rules. • Conduct functional behavioral assessment. • Develop function-based behavior support plan. • Consider need for additional supports • E.g., district, mental health, social work, medical.

23. How can use of D&S be culturally appropriate? • Teach appropriate & inappropriate behaviors in school specific settings & context. • Determine whether problem behaviors supported by family, peers, &/or community.

24. What steps should be followed to administer D&S? • State behavior displayed & rule violated. • State & deliver specific features of D or S consequence. • Inform parents.

25. Debrief after consequence completed. • See debriefing guidelines • If indicated, develop proactive behavior support plan. • Document.

26. How should D&S be conducted? • Administer in business-like, objective, non-reinforcing manner. • Minimize social interactions. • Minimize instructional assistance. • Require non-interactive, mundane activities.

27. If continued disruptive behaviors & noncompliance to corrections, follow next planned consequence. • If problem behaviors do not decrease, discontinue D&S use & conduct behavior support team meeting.

28. Remember: • Effectiveness, efficiency, & relevance of D&S related to effectiveness of school-wide system. • Pay attention to data for decision making. • D&S is “school-wide” intervention for most but not all students.