Designing Schools to Meet the Needs of Students Who Exhibit Disruptive Behavior

Abstract

This article offers an evaluation of a school-wide program designed to increase the institutional capacity of elementary schools to educate students who exhibit disruptive or externalizing behavior. The project included four elements: school organizational practices, a school-wide classroom management intervention, individual behavioral programs, and an advisory board. Two elementary schools serving large numbers of disadvantaged students were studied over a period of 2 years. Comparisons with two matched elementary schools indicated strong positive effects on the disciplinary actions of the schools and on the teachers' perceptions of their ability to work with children who exhibit disruptive behavior as well as the extent of shared goals among staff for working with disruptive behavior. Additionally, comparisons between target students (i.e., those who exhibited disruptive behavior), and criterion students indicated positive effects on the social adjustment, academic performance, and school survival skills of target students.