Anecdotal Reports (2003-2011) - Conscious Discipline
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Anecdotal Reports (2003-2011)

Below are report findings from schools that have implemented Conscious Discipline.

Decreases Physical Aggression

Physical aggression decreased by 88% across three preschool sites (four classrooms, 62 students). Prior to implementing Conscious Discipline, observers recorded the frequency of physical aggression (i.e., hitting, pushing, grabbing, kicking and throwing) during three 30-minute periods. Seven month later, observers repeated the process. Aggressive acts reduced in all five areas.

Head Start assessment data were also available from two sites. These pre/post results showed, on average, almost one full level improvement in the areas of Social Problem-Solving (Level 2.3 to Level 3.3) and Relationships with Peers (Level 2.7 to Level 3.6).

Source: Zastrow (2003) and Zastrow & Simonis (2005) Action Research

Decreases Aggressive Acts

Incidents of aggressive behaviors tracked in 35 Head Start classrooms (14 centers, approximately 700 students) decreased significantly over a two-year period. Classroom staff recorded cumulative incidents of biting, screaming, pulling hair, spitting, pushing, hitting and grabbing items from others during a 4-hour period (9:00AM to 12:00PM) on four consecutive days. Conscious Discipline implementation in Year 1 focused on brain functioning and Composure. Training focused on three skills in Year 2 (Encouragement, Assertiveness, and Choices) and the remaining skills in Year 3.

Source: Oakes, P. (2009, 2011) Agency-wide data

School-Wide Implementation Promotes Learning

A state-rated “D” school located in Central Florida was plagued by difficult behavior, and struggling with a student population experiencing 80% poverty and 20% homelessness. Standardized test scores were 35-40% below other elementary schools in the district.

School-wide implementation of Conscious Discipline began in 2001-02. In 2003-04, all teachers had a minimum of four structures established. The School achieved full school-wide implementation in 2004-05, the same year they received their first “A” rating and significantly improved their standardized test scores.

In the chart below, within-cohort student reading proficiency changes are depicted for two levels of Conscious Discipline implementation. Students begin taking the Florida Comprehensive Assessment Test (FCAT) as 3rd graders. For each school year cohort, we compared their average 4th and 5th grade reading proficiency to their score received when they were in 3rd grade. The chart shows the percentage increase in reading proficiency. [Reading proficiency refers to the number of students who score a Level 3 or higher.]

Students with partial exposure to Conscious Discipline increased their reading proficiency at a rate twice that of all other elementary schools district-wide. Improvement in reading proficiency was three times greater for students with full Conscious Discipline exposure compared to all other elementary schools. Full exposure means that the school began Conscious Discipline implementation when the students were in Kindergarten, although not all students may have attended all years. For the 2007-2008, 2008-2009, and 2009-2010 Cohorts, major events impacted the school environment, including significant staff turnover and a new Principal. In 2009-2010, the school’s administration discontinued support for Conscious Discipline. Reading proficiency rates declined markedly.

Source: State of Florida, Department of Education, School Indicator Reports and School Accountability Reports, 1998-1999 through 2009-2010

Decreases Impulsivity, Hyperactivity

In a 2001-2002 research study, using the Behavioral Assessment System for Children (BASC), teachers in a Florida elementary school (K-6th) identified 12 students as the most difficult and assessed them. With the implementation of Conscious Discipline, 75% of the students moved from an “atypical” to a “normal” range based on the pre- and post- assessment, achieving significant improvement in the following areas: hyperactivity, aggressiveness and impulsivity.

Source: Hoffman, L.L., Hutchinson, C.J., Reiss, E. (2005). Training teachers in classroom management: evidence of positive effects on the behavior of difficult children. Strate Journal. 14(1) p. 36-43.

District-Wide Implementation Reduces At-Risk Status

Attendance at the Conscious Discipline Summer Institute improved student outcomes by 30% over monthly training alone.

Funding was provided by the U.S. Departments of Education, Health and Human Services, and Justice under a Safe Schools/Healthy Students Grant Initiative.

Source: Rain & Brehm Consulting Group (2011)

High implementation fidelity saw significantly greater reductions in at-risk behaviors pre/post (81% reduction) when compared to reductions in at-risk behavior of teachers with low implementation (46% reduction).

Funding was provided by the U.S. Departments of Education, Health and Human Services, and Justice under a Safe Schools/Healthy Students Grant Initiative.

Increases Positive Organizational Climate

Conscious Discipline increases collegiality, organizational climate and commitment in the workplace. Teachers rated the workplace climate in several categories seen in the graph.

Source: State of Illinois Independent Research (2003-2004)

 
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