Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
EdD Program in Child and Youth Studies
Advisor
June S. Delano
Committee Member
Barbara Packer
Keywords
behavioral norms, communication with families, culturally different student populations, discipline, disruptive behavior, educational environment, educational relationship, emotional safety, family-school relationship, grades kindergarten through grade 3, in-school suspensions, learning environment, out-of-school suspensions, parent communication, primary-aged students, principal referrals, problem behaviors, school counseling, school safety, social norms, student behavior, student interventions, teacher training, weekly family connections, weekly student counseling
Abstract
This applied dissertation was designed to provide better behavior from primary-aged (grades kindergarten through grade 3) school students. Primary aged students were exhibiting disruptive behavior, and this research delved into the evidence, causes, and solutions for disruptive behavior. Disruptive behavior interrupted the learning environment and threatened the physical and emotional safety of the school. Students who behaved inappropriately often perceived themselves as "troublemakers" and established a pattern early in school years. Because it is easier to eliminate problem behaviors before they become a pattern, the writer sought to break the cycle of disruptive behavior in primary ages.
The writer developed strategies to counsel students, train teachers, and communicate with families to improve students’ behavior. Specifically, the writer counseled students weekly in regard to proper social and behavioral norms. The writer trained K-3 teachers on how to effectively deal with all families, with culturally different student populations and their specific needs, with controlling disruptive behavior; and the writer and/or the teachers will made weekly connection with families of disruptive students.
An analysis of the data revealed that the subjects’ behavior improved with the interventions. All but one of the fifteen subjects showed significant improvement, based on referrals to the principal, in-school suspensions, and out-of-school suspensions.