Effects of a Motivational Interviewing-Based Counseling Program on Classroom Behavior of Children in a Disciplinary Alternative Education Program

2018 ◽  
Vol 96 (4) ◽  
pp. 410-423 ◽  
Author(s):  
Wannigar Ratanavivan ◽  
Richard J. Ricard
Keyword(s):  
Alternative Education ◽  
Motivational Interviewing ◽  
Education Program ◽  
Classroom Behavior ◽  
Counseling Program ◽  
Disciplinary Alternative Education Program ◽  
Alternative Education Program ◽  
Disciplinary Alternative Education

Exclusionary Discipline Consequences and Reading Performance of Grades 3 Through 8 Students in Special Education: A Statewide, Multiyear Analysis

2019 ◽  
Vol 2 (4) ◽  
pp. 120-140
Author(s):  
Jamie Heintz Benson ◽  
John R Slate ◽  
George W Moore ◽  
Cynthia Martinez-Garcia ◽  
Frederick C Lunenburg
Keyword(s):  
Special Education ◽  
Alternative Education ◽  
Education Program ◽  
Reading Level ◽  
Policy And Practice ◽  
Disciplinary Alternative Education Program ◽  
Level Ii ◽  
Alternative Education Program ◽  
Disciplinary Alternative Education ◽  
Program Placement

In this investigation, the academic performance of students in special education who received between 1 to 30 days, between 31-60, and more than 60 days in a Disciplinary Alternative Education Program placement and had STAAR Reading Level I: Unsatisfactory, STAAR Reading Level II: Satisfactory, STAAR Reading Level II: Phase-In Satisfactory, and STAAR Reading Level III: Advanced standard during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the percentage of students in special education who received Disciplinary Alternative Education Program placement and had Unsatisfactory Standard performance on the STAAR Reading exam consistently increased for all grades except for Grade 4. The percentage of students who had Phase-In Satisfactory Standard performance on the STAAR Reading exam consistently decreased for all grades except for Grade 4. The percentages of students who had Satisfactory and Advanced Standard performance remained consistent across the four school years, never varying more than 7%. Recommendations for research and implications are discussed along with suggestions for policy and practice.

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