Breaking the Cycle: Effects of Classroom-based Behavior Interventions on Disproportionate School Discipline

Author

Gregory L. Murphy Jr., Lynn University

Date of Award

2022

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Jennifer J. Lesh

Second Advisor

Suzanne King

Third Advisor

Ruthe Francis

Abstract

Disproportionality in school discipline has plagued our nation since the 1970s. Numerous studies have covered this from various viewpoints. However, the level of disproportionality has continued to grow throughout the years. This study looks deeper into the nationwide issue and examines the impact of classroom-based behavior interventions on school discipline after implementing a required intervention form. This study applied the mixed method approach for research and used archival data from the year before the implementation of the mandated intervention form and the third year after implementation, which is also pre-covid. Phase two included the data results from phase one to create open-ended questions for instructional and administrative staff from both elementary and secondary schools. The study revealed statistical and numerical differences supported the work of the mandated intervention form. Phase two results led to the four themes. While the results of this study conveyed a positive result, there is a level of disproportionality still present in the data, which notes that there is still more work to be done in the targeted area.

Recommended Citation

Murphy, G. L. (2022). Breaking the cycle: Effects of classroom-based behavior interventions on disproportionate school discipline [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/419