Pub Date : 2025-12-31DOI: 10.1177/01987429251407679
Angus Kittelman, Robert H. Horner
Positive behavioral interventions and supports (PBIS) is a multitiered approach to school-wide behavior support implemented in over 27,000 schools in the U.S. Although Tier 1 (universal behavior supports for all students) is widely scaled up within districts, districts often struggle to implement and scale up Tiers 2 and 3 (targeted or intensive supports for students with or at risk for behavioral disorders). In this paper, we propose that Tier 2 and 3 practices are less likely to be implemented with fidelity, and scaled up within districts, because schools and districts too often launch Tier 2 and 3 practices without the organizational systems needed for high-fidelity implementation. From an implementation science perspective, personnel preparation training in the practices associated with Tiers 2 and 3 too often occurs without completing the Exploration and Installation stages of effective implementation. Recommendations are offered for investing in the infrastructure needed to implement Tier 2 and Tier 3 practices within schools and to scale up these practices across schools within districts.
{"title":"Scaling Up Tier 2 and 3 Behavior Supports Within School Districts","authors":"Angus Kittelman, Robert H. Horner","doi":"10.1177/01987429251407679","DOIUrl":"https://doi.org/10.1177/01987429251407679","url":null,"abstract":"Positive behavioral interventions and supports (PBIS) is a multitiered approach to school-wide behavior support implemented in over 27,000 schools in the U.S. Although Tier 1 (universal behavior supports for all students) is widely scaled up within districts, districts often struggle to implement and scale up Tiers 2 and 3 (targeted or intensive supports for students with or at risk for behavioral disorders). In this paper, we propose that Tier 2 and 3 practices are less likely to be implemented with fidelity, and scaled up within districts, because schools and districts too often launch Tier 2 and 3 practices without the organizational systems needed for high-fidelity implementation. From an implementation science perspective, personnel preparation training in the practices associated with Tiers 2 and 3 too often occurs without completing the Exploration and Installation stages of effective implementation. Recommendations are offered for investing in the infrastructure needed to implement Tier 2 and Tier 3 practices within schools and to scale up these practices across schools within districts.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"253 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-13DOI: 10.1177/01987429251399205
John J. Augustine, Madison H. Imler-Brandt, Wendy L. Cornell, Megyn E. Martin, Charrisa D. Richards, Timothy J. Lewis
Over the last 50 years, Behavioral Disorders has been a leading journal for disseminating key information in the field of emotional and/or behavioral disorders (EBD). The current review extends previous work done by Gage and colleagues and provides a similar comprehensive summary of all articles published in Behavioral Disorders over the past 15 years. Several national and international events such as the passage of the Every Student Succeeds Act (ESSA) and the COVID-19 pandemic have occurred since the original 2010 review. In this review, articles published in volumes 35(1) through 49(4) were reviewed and cataloged over multiple variables. Results provide a review of key trends across published manuscripts and discuss the most prominent trends published from the last decade and a half. Implications for the journal and field of EBD are discussed.
{"title":"A Comprehensive Review of Articles Published in Behavioral Disorders : Volumes 35–49","authors":"John J. Augustine, Madison H. Imler-Brandt, Wendy L. Cornell, Megyn E. Martin, Charrisa D. Richards, Timothy J. Lewis","doi":"10.1177/01987429251399205","DOIUrl":"https://doi.org/10.1177/01987429251399205","url":null,"abstract":"Over the last 50 years, <jats:italic toggle=\"yes\">Behavioral Disorders</jats:italic> has been a leading journal for disseminating key information in the field of emotional and/or behavioral disorders (EBD). The current review extends previous work done by Gage and colleagues and provides a similar comprehensive summary of all articles published in <jats:italic toggle=\"yes\">Behavioral Disorders</jats:italic> over the past 15 years. Several national and international events such as the passage of the Every Student Succeeds Act (ESSA) and the COVID-19 pandemic have occurred since the original 2010 review. In this review, articles published in volumes 35(1) through 49(4) were reviewed and cataloged over multiple variables. Results provide a review of key trends across published manuscripts and discuss the most prominent trends published from the last decade and a half. Implications for the journal and field of EBD are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"143 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1177/01987429251400223
Bryan G. Cook, William J. Therrien
Registered Reports are a novel approach to publishing research that involves two rounds of peer review, one before and one after the study is conducted, that is starting to be used for systematic reviews, as in this special series. In the commentary, we briefly provide an overview of Registered Reports, including potential benefits (e.g., increased transparency, increased credibility due to constraining researcher flexibility, increased study quality and rigor due to prospective feedback from reviewers) and challenges (e.g., over-specifying exploratory elements of the review in the stage-1 manuscript, delayed or lack of completion after in-principle acceptance of the proposed study) for systematic reviews. We conclude with recommendations for addressing these challenges and for future research to inform the use of Registered Reports for systematic reviews.
{"title":"Commentary on Publishing Systematic Reviews as Registered Reports","authors":"Bryan G. Cook, William J. Therrien","doi":"10.1177/01987429251400223","DOIUrl":"https://doi.org/10.1177/01987429251400223","url":null,"abstract":"Registered Reports are a novel approach to publishing research that involves two rounds of peer review, one before and one after the study is conducted, that is starting to be used for systematic reviews, as in this special series. In the commentary, we briefly provide an overview of Registered Reports, including potential benefits (e.g., increased transparency, increased credibility due to constraining researcher flexibility, increased study quality and rigor due to prospective feedback from reviewers) and challenges (e.g., over-specifying exploratory elements of the review in the stage-1 manuscript, delayed or lack of completion after in-principle acceptance of the proposed study) for systematic reviews. We conclude with recommendations for addressing these challenges and for future research to inform the use of Registered Reports for systematic reviews.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"08 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1177/01987429251400222
Benjamin S. Riden, Joshua M. Pulos, Corey Peltier, Art Dowdy, Noah A. Wisnieski, Megan E. Bell, Alexandra P. Brandenberger, Jane E. Britton, Elisabeth R. Morris
Self-determination is a latent variable that has been conceptualized differently across academic domains. Due to the variability in the conceptualization of self-determination interventions, a thorough exploration of the approaches is needed. The purpose of this meta-analysis was to explore the literature-base on self-determination interventions to establish if the strategy is an evidence-based practice for students with emotional and behavioral disorders. We examined whether self-determination is an evidence-based practice by evaluating the risk of bias and quantitative evidence available for qualifying interventions. Although case-level effect sizes varied, the results indicate that self-determination interventions were associated with significant behavioral changes for students with emotional and behavioral disorders. However, approximately 12.5% of participants across studies had negative or negligible responses, suggesting the need to modify specific iterations based on student characteristics, environmental factors, and specific behavioral targets. The individual variability is consistent with the emphasis on individualization within special education and provides important guidance for teachers considering using the intervention to support students with emotional and behavioral disorders.
{"title":"A Meta-Analysis of Self-Determination Interventions for Students With Emotional and Behavioral Disorders","authors":"Benjamin S. Riden, Joshua M. Pulos, Corey Peltier, Art Dowdy, Noah A. Wisnieski, Megan E. Bell, Alexandra P. Brandenberger, Jane E. Britton, Elisabeth R. Morris","doi":"10.1177/01987429251400222","DOIUrl":"https://doi.org/10.1177/01987429251400222","url":null,"abstract":"Self-determination is a latent variable that has been conceptualized differently across academic domains. Due to the variability in the conceptualization of self-determination interventions, a thorough exploration of the approaches is needed. The purpose of this meta-analysis was to explore the literature-base on self-determination interventions to establish if the strategy is an evidence-based practice for students with emotional and behavioral disorders. We examined whether self-determination is an evidence-based practice by evaluating the risk of bias and quantitative evidence available for qualifying interventions. Although case-level effect sizes varied, the results indicate that self-determination interventions were associated with significant behavioral changes for students with emotional and behavioral disorders. However, approximately 12.5% of participants across studies had negative or negligible responses, suggesting the need to modify specific iterations based on student characteristics, environmental factors, and specific behavioral targets. The individual variability is consistent with the emphasis on individualization within special education and provides important guidance for teachers considering using the intervention to support students with emotional and behavioral disorders.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"227 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1177/01987429251400215
Corey Peltier, Joshua M. Pulos, Benjamin S. Riden
This special issue examines the application of open-science practices—particularly registered reports—to systematic reviews and meta-analyses in special education and synthesizes evidence for three widely used classroom interventions for students with emotional and behavioral disorders (EBD): self-determination interventions, time-out, and token economies. The issue was motivated by gaps identified in prior mega-reviews and a broader concern about publication bias and methodological opacity in the review literature. Collectively, the papers highlight persistent methodological and reporting limitations and argue that broader adoption of open-science practices is essential to reduce bias, enhance replicability, and better inform equitable, scalable practices for students with EBD. Finally, in a concluding commentary, experts discuss the potential benefits and challenges of publishing systematic reviews as registered reports and offer practical recommendations.
{"title":"Special Issue on Registered Reports of Systematic Reviews and Meta-Analyses","authors":"Corey Peltier, Joshua M. Pulos, Benjamin S. Riden","doi":"10.1177/01987429251400215","DOIUrl":"https://doi.org/10.1177/01987429251400215","url":null,"abstract":"This special issue examines the application of open-science practices—particularly registered reports—to systematic reviews and meta-analyses in special education and synthesizes evidence for three widely used classroom interventions for students with emotional and behavioral disorders (EBD): self-determination interventions, time-out, and token economies. The issue was motivated by gaps identified in prior mega-reviews and a broader concern about publication bias and methodological opacity in the review literature. Collectively, the papers highlight persistent methodological and reporting limitations and argue that broader adoption of open-science practices is essential to reduce bias, enhance replicability, and better inform equitable, scalable practices for students with EBD. Finally, in a concluding commentary, experts discuss the potential benefits and challenges of publishing systematic reviews as registered reports and offer practical recommendations.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145731025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-29DOI: 10.1177/01987429251395666
Dimitris Anastasiou, Andrew L. Wiley
This tribute honors one of the most influential figures in the field. For more than five decades, Dr. James M. Kauffman advanced evidence-based practice, intellectual rigor, and critical rationality as the foundations of effective special education and the education of students with emotional and behavioral disorders. Rejecting ideological simplifications, he championed empirically grounded reform and individualized instruction. His unwavering dedication to critical rationality, science, and justice continues to inspire and guide contemporary scholarship and practice in special education.
{"title":"James M. Kauffman: A Life Dedicated to Rational and Scientific Inquiry in Special Education","authors":"Dimitris Anastasiou, Andrew L. Wiley","doi":"10.1177/01987429251395666","DOIUrl":"https://doi.org/10.1177/01987429251395666","url":null,"abstract":"This tribute honors one of the most influential figures in the field. For more than five decades, Dr. James M. Kauffman advanced evidence-based practice, intellectual rigor, and critical rationality as the foundations of effective special education and the education of students with emotional and behavioral disorders. Rejecting ideological simplifications, he championed empirically grounded reform and individualized instruction. His unwavering dedication to critical rationality, science, and justice continues to inspire and guide contemporary scholarship and practice in special education.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"14 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1177/01987429251379862
Susan Larson Etscheidt
To assure meaningful and beneficial educational progress for students with disabilities, the Individuals with Disabilities Education Act (IDEA) requires that individualized education program (IEP) teams “shall—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” [20 U.S.C. § 1414(d)(3)(B)(i)]. IEP teams have responded to this requirement through the development of a Behavior Intervention Plan (BIP), which describes the positive behavioral supports (PBS) to address student behavior. Since neither the IDEA statute nor regulations provide guidance concerning the procedural or substantive components of such a plan, BIPs vary significantly across states, contributing to discrepant practices in schools. Further, the development and implementation of BIPs has become a highly litigious issue in special education. For this study, a qualitative, interpretive content analysis of case law was conducted to identify the procedural and substantive requirements for BIPs. Confirming and expanding the results of a previous legal analysis, five themes were established. Implications for IEP teams involved with the development and implementation of BIPs are discussed and recommendations for practice offered.
{"title":"Behavioral Intervention Plans: A Legal Analysis of Procedural and Substantive Issues","authors":"Susan Larson Etscheidt","doi":"10.1177/01987429251379862","DOIUrl":"https://doi.org/10.1177/01987429251379862","url":null,"abstract":"To assure meaningful and beneficial educational progress for students with disabilities, the Individuals with Disabilities Education Act (IDEA) requires that individualized education program (IEP) teams “shall—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” [20 U.S.C. § 1414(d)(3)(B)(i)]. IEP teams have responded to this requirement through the development of a Behavior Intervention Plan (BIP), which describes the positive behavioral supports (PBS) to address student behavior. Since neither the IDEA statute nor regulations provide guidance concerning the procedural or substantive components of such a plan, BIPs vary significantly across states, contributing to discrepant practices in schools. Further, the development and implementation of BIPs has become a highly litigious issue in special education. For this study, a qualitative, interpretive content analysis of case law was conducted to identify the procedural and substantive requirements for BIPs. Confirming and expanding the results of a previous legal analysis, five themes were established. Implications for IEP teams involved with the development and implementation of BIPs are discussed and recommendations for practice offered.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"91 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145427744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1177/01987429251383515
C. Michael Nelson, John Wills Lloyd, Paige Pullen, Daniel P. Hallahan, Jeanmarie Badar
James M. Kauffman left a legacy of contributions in special education research and practice, much of it focused on emotional and behavioral disorders, that will be consulted by scholars long into the future. Throughout his career, Kauffman exhibited a tireless energy, a devotion to excellence, and a dedication to improving educational outcomes for children and youths with disabilities, especially those with emotional and behavioral disorders. We summarize his contributions to research, instruction, and policy. We encourage current and future leaders to honor his efforts by forging ahead in the pursuit of humane support for students with emotional and behavioral disorders (EBD), their families, and their teachers.
詹姆斯·m·考夫曼（James M. Kauffman）在特殊教育的研究和实践中留下了大量的贡献，其中大部分集中在情绪和行为障碍方面，在未来很长一段时间里，学者们都会参考这些贡献。在他的职业生涯中，考夫曼表现出不知疲倦的精力，对卓越的奉献，以及致力于改善残疾儿童和青少年的教育成果，特别是那些有情感和行为障碍的儿童和青少年。我们总结了他在研究、教学和政策方面的贡献。我们鼓励现任和未来的领导人尊重他的努力，继续为患有情绪和行为障碍（EBD）的学生、他们的家人和他们的老师提供人道的支持。
{"title":"Pillars of the Field: A Tribute to James M. Kauffman’s Contributions to Special Education","authors":"C. Michael Nelson, John Wills Lloyd, Paige Pullen, Daniel P. Hallahan, Jeanmarie Badar","doi":"10.1177/01987429251383515","DOIUrl":"https://doi.org/10.1177/01987429251383515","url":null,"abstract":"James M. Kauffman left a legacy of contributions in special education research and practice, much of it focused on emotional and behavioral disorders, that will be consulted by scholars long into the future. Throughout his career, Kauffman exhibited a tireless energy, a devotion to excellence, and a dedication to improving educational outcomes for children and youths with disabilities, especially those with emotional and behavioral disorders. We summarize his contributions to research, instruction, and policy. We encourage current and future leaders to honor his efforts by forging ahead in the pursuit of humane support for students with emotional and behavioral disorders (EBD), their families, and their teachers.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"236 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-31DOI: 10.1177/01987429251385544
Ashley Rila, Seth King, Jillian Thoele, Allison Bruhn, Elizabeth Provis, Eunhae Cho, Oluwatosin Opeoluwa, Collin Glazek, Jacey Henrichs, Carlos Mendieta, Tara Tedrow, Anna Holowicki
This issue commemorates the scholarship published in Behavioral Disorders over the past five decades. The unwavering dedication to the interests of students with emotional/behavioral disorders (EBDs) reflected in the journal’s pages has coincided with considerable variance in approaches to research, respect for participants, and intervention methodology. This article provides a summary of these changes in studies that appeared in Behavioral Disorders between 1975 and 2024. Of the 1,423 identified studies, 59.11% featured an empirical study. Of these, descriptive (52.84%) and single-case design studies (23.71%) appeared most frequently. A closer inspection of participants and methods featured in experimental research revealed greater transparency in terms of demographic variables such as race/ethnicity, with limited progress related to characteristics such as socioeconomic status or English proficiency. Interventions generally emphasized classroom applications of behavioral intervention strategies for children without disabilities. Despite considerable variance across decades, findings suggest recent work has in many ways adjusted to address contemporary emphases on factors such as fidelity and social validity. Implications for the field are discussed following a review of findings.
{"title":"Fifty Years of Behavioral Disorders: Designs, Participants, and Methods","authors":"Ashley Rila, Seth King, Jillian Thoele, Allison Bruhn, Elizabeth Provis, Eunhae Cho, Oluwatosin Opeoluwa, Collin Glazek, Jacey Henrichs, Carlos Mendieta, Tara Tedrow, Anna Holowicki","doi":"10.1177/01987429251385544","DOIUrl":"https://doi.org/10.1177/01987429251385544","url":null,"abstract":"This issue commemorates the scholarship published in <jats:italic toggle=\"yes\">Behavioral Disorders</jats:italic> over the past five decades. The unwavering dedication to the interests of students with emotional/behavioral disorders (EBDs) reflected in the journal’s pages has coincided with considerable variance in approaches to research, respect for participants, and intervention methodology. This article provides a summary of these changes in studies that appeared in <jats:italic toggle=\"yes\">Behavioral Disorders</jats:italic> between 1975 and 2024. Of the 1,423 identified studies, 59.11% featured an empirical study. Of these, descriptive (52.84%) and single-case design studies (23.71%) appeared most frequently. A closer inspection of participants and methods featured in experimental research revealed greater transparency in terms of demographic variables such as race/ethnicity, with limited progress related to characteristics such as socioeconomic status or English proficiency. Interventions generally emphasized classroom applications of behavioral intervention strategies for children without disabilities. Despite considerable variance across decades, findings suggest recent work has in many ways adjusted to address contemporary emphases on factors such as fidelity and social validity. Implications for the field are discussed following a review of findings.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"4 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145405145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-27DOI: 10.1177/01987429251382146
Rebecca A. Cruz, Dian Mawene, Allison R. Firestone, Mary C. Cunningham, Lindy J. Johnson
Compared to white peers, Black, Latinx, and American Indian/Alaska Native (AI/AN) students are more likely to experience exclusionary discipline (e.g., suspension) and its harmful effects, calling for policy and practice transformation. Informing this transformation will require the field to contend with contextually dependent spatial-historical legacies that influence contemporary discipline practices. Focused on one geographic region of California, we used a convergent mixed-methods design to examine out-of-school suspensions across race and space. In the quantitative strand, we analyzed discipline-based outcomes spatially, merging student-level suspension records from 2011/12 to 2021/22 with geospatial historical redlining data. In the qualitative strand, we analyzed historical and contemporary policy documents to identify underlying carceral logics that inform school discipline policy. Through systematic integration of qualitative and quantitative findings, we found that Black students were overrepresented in suspensions compared to white students, and that contextual factors—including historical redlining policies, school composition, school resources, and carceral policies—undergirded suspension outcomes in schools. We provide a mixed-methods joint display from our analysis to illustrate this throughline, and we conclude with recommendations for statewide and district-level policy change.
{"title":"Past as Prologue: A Critical Spatial Analysis of Exclusionary Discipline","authors":"Rebecca A. Cruz, Dian Mawene, Allison R. Firestone, Mary C. Cunningham, Lindy J. Johnson","doi":"10.1177/01987429251382146","DOIUrl":"https://doi.org/10.1177/01987429251382146","url":null,"abstract":"Compared to white peers, Black, Latinx, and American Indian/Alaska Native (AI/AN) students are more likely to experience exclusionary discipline (e.g., suspension) and its harmful effects, calling for policy and practice transformation. Informing this transformation will require the field to contend with contextually dependent spatial-historical legacies that influence contemporary discipline practices. Focused on one geographic region of California, we used a convergent mixed-methods design to examine out-of-school suspensions across race and space. In the quantitative strand, we analyzed discipline-based outcomes spatially, merging student-level suspension records from 2011/12 to 2021/22 with geospatial historical redlining data. In the qualitative strand, we analyzed historical and contemporary policy documents to identify underlying carceral logics that inform school discipline policy. Through systematic integration of qualitative and quantitative findings, we found that Black students were overrepresented in suspensions compared to white students, and that contextual factors—including historical redlining policies, school composition, school resources, and carceral policies—undergirded suspension outcomes in schools. We provide a mixed-methods joint display from our analysis to illustrate this throughline, and we conclude with recommendations for statewide and district-level policy change.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"29 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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