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Abstract
Using disciplinary exclusions, such as office referrals, suspensions, and expulsions, has been the subject of significant concern related to student and family civil rights, school policy, and negative impact on short- and long-term outcomes for students. Embedded in this phenomenon is the documentation of significant and persistent disproportional application to traditional racial and ethnic minority groups, with Black males experiencing the highest rates nationally. This commentary on the current special issue addresses the need for further clarity in the design and implementation of research regarding theory, research, and practice methods. Specifically, it addresses the need to more deeply consider the contributions of applied behavior analysis assessment and intervention methods and to more clearly distinguish the influence of race/ethnicity from the influence of culture.
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Jeffrey R. Sprague
Jeffrey R. Sprague is a professor of special education and director of the University of Oregon Institute on Violence and Destructive Behavior. He directs research and demonstration projects related to positive behavior interventions and supports, multitiered support systems, school safety, restorative practice in schools, alternative education, juvenile delinquency, and bullying prevention in schools.