Suppressing Disruptive Behavior in Classrooms
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Criminal anti-social behavior on the part of youth in the in the 1990s is shockingly high and increasing in frequency. Persons under the age of 18 years old are responsible for approximately 32 percent of serious property crimes which are cleared by arrest and for approximately 17 percent of violent crimes cleared by arrest. In the instance of serious crime committed by young offenders, the types of crimes and the characteristics of the individuals committing the offenses are largely known. Approximately seven-percent of all juvenile delinquency referrals to juvenile courts involved violent crime. More than one-half of all serious offenses committed by juveniles were committed by approximately eight-percent of the juvenile population (Fraser, 1996). This general level of violent behavior by adolescents has spread to secondary schools in all parts of the country (Coben, et al., 1996). Coben, et al. (1994) reported that schools that experience the daily threat of potential student violence, according to the author, have their primary mission of education eroded at great cost to students and the community. This impact testifies to the importance of this topic. The focus of this research is on how to suppress disruptive student behavior in secondary schools. In order to learn how such disruptive behavior can be suppressed effectively, it also is necessary to learn how and why such behavior occurs. Thus,
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ng and conflict resolution in secondary schools. Powell, et al. (1995) do note, however, that preliminary date indicates that such program have the potential to be successful. Until consensus emerges on the issues surrounding the use of peer counseling and conflict resolution in secondary schools, however, Powell, et al. (1995) recommend that secondary schools carefully assess the implementation and probable impact of such actions.
Whitaker and Votel (1995) reported on a program similar to those reviewed by Powell, et al. (1995). The specific program reviewed was the Mentor Supported School Success Program developed by the rural school district of Dorchester County, Maryland. The program was developed as a part of an effort to include students displaying troubling behaviors in regular classroom settings. The program offers supplementary support to current school programming through the use of mentors.
Mentors assist with individual behavioral management plans, support classroom activities, provide additional monitoring of non·academic activities, and help teach the social skills training program. Program components include integrated behavior management plans for each student, daily orientation and wrap-up, carefully d
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Approximate Word count = 3950
Approximate Pages = 16 (250 words per page)
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