Conscious Discipline
After analyzing multiple sources of data it was clear that the behavior program Conscious Discipline helped reduce student misbehavior. One of the most important indicators that were reviewed to come to the conclusion that Conscious Discipline is effective is the data regarding the referral number per week per classroom. As shown in table chart one below each classroom reduced their referrals based on insubordination and misbehavior. Throughout each week, as the study progressed and the strategies were re-taught and reinforced there were fewer referrals. As clearly shown below in Chart F, all three of the Kindergarten classrooms that were studied decreased their number of classroom referrals. Additionally, as shown in Chart A, at week
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Appendix H shows the highest amount of observable misbehaviors for each of the four weeks but it also showed as the weeks continued there were more strategies used and less off task behavior. During week one and two there were not as many strategies observed, which could explain why during those two weeks they had the same amount of classroom referrals for that specific classroom. As Appendix K shows during week four there were an increase in strategies being used and there was a decrease in referrals as shown in chart A. The observation charts show that during all four weeks there were more observable strategies used and less misbehavior observed which also reflects the referral data. The referrals went down dramatically to zero referrals in Classroom B as shown in Chart A. This reflected the observations as well as the research question as when there were greater Conscious Discipline strategies and routines used there were less off task behavior observed as well as less referrals written. This was consistent in all three Kindergarten classrooms in the
Appendix H shows the highest amount of observable misbehaviors for each of the four weeks but it also showed as the weeks continued there were more strategies used and less off task behavior. During week one and two there were not as many strategies observed, which could explain why during those two weeks they had the same amount of classroom referrals for that specific classroom. As Appendix K shows during week four there were an increase in strategies being used and there was a decrease in referrals as shown in chart A. The observation charts show that during all four weeks there were more observable strategies used and less misbehavior observed which also reflects the referral data. The referrals went down dramatically to zero referrals in Classroom B as shown in Chart A. This reflected the observations as well as the research question as when there were greater Conscious Discipline strategies and routines used there were less off task behavior observed as well as less referrals written. This was consistent in all three Kindergarten classrooms in the