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Drawing upon data collected during an investigation into the exclusion (suspension or expulsion) from school of primary age children due to behavioral problems, this paper provides an overview of findings from empirical research, but also considers the possibilities for prevention of primary school exclusion by using education service-based initiatives. The role of the education service-based initiative with respect to behavior management is considered at various levels: at national policy and LEA (Local Education Authority) levels, via GEST (Grants for Educational Support and Training) projects and behavior support teams; and at the level of schools, through whole-school behavior policies. Two contrasting school-based behavior management strategies are explored with reference to the fieldwork conducted during the research project, specifically, "assertive discipline" and "circle time," are discussed. Comments from teachers who had experience with implementing behavior policies using these strategies are included. The paper concludes with a brief consideration of the need for the support from other agencies, such as social services and health-based services, to help children establish more acceptable patterns of behavior. Contains 29 references. (MOK)

Descriptors: Behavior Modification, Behavior Problems, Discipline Policy, Elementary Education, Elementary School Students, Expulsion, Family Characteristics, Family Problems, Foreign Countries, Positive Reinforcement, Prevention, School Administration, Social Services, Suspension











Autor: Hayden, Carol

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12567&id=ED394685







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