• Campus Sexual Violence: Statistics | RAINN
  • The U.S
  • Responses to the Problem of Domestic Violence

nonetheless, this document highlights some of the key information we do have about the problem of school violence.

Free School Violence papers, essays, and research papers.

Domestic Violence - Center for Problem-Oriented Policing

School violence is a social problem that has gained much attention in the United States, ..
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Technology can be used to monitor students and ensure they are at appropriate locations; inform students and parents about school related violence; and, provide a virtual problem solving portal which is accessible to all students via the internet.

Center for Problem-Oriented Policing: Domestic Violence

Although there are many problems still occurring today, there are numerous organization helping to stop or prevent school violence.
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Borgmeier, C., Horner, R. H., & Koegel, L. K. (2006). An evaluation of the predictive validity of confidence ratings in identifying accurate functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions, 8(2), 100-105.

Faced with limited resources, schools require tools that increase the accuracy and efficiency of functional behavioral assessment. Yarbrough and Carr (2000) provided evidence that informant confidence ratings of the likelihood of problem behavior in specific situations offered a promising tool for predicting the accuracy of function-based hypotheses developed from staff interviews. The current study evaluated conditions in which a similar rating of informant confidence was effective in predicting the accuracy of functional assessment hypothesis statements. Nine students with problem behavior were identified, and functional behavioral assessment interviews with confidence scores were completed with 58 staff members. Between five and eight adults were interviewed about each student. The adults were selected based on their range of contact with the student (0 to 10+ hours per week) and their self-assessed knowledge about behavioral theory (no knowledge to extensive knowledge). Functional analyses were conducted to assess agreement with functional assessment hypotheses and the predictive value of confidence ratings. Results suggested limitations to the general use of confidence ratings in distinguishing accurate from inaccurate functional hypotheses across school staff with a broad range of contact with the target student. The study did find that informants who were both highly confident and who identified accurate functional assessment hypotheses had significantly higher levels of contact with the student in the target routine than those informants who had low confidence ratings and/or identified an incorrect function for the problem behavior.

 

teen violence - School Shootings - Zur Institute

School violence has increased drastically in the last couple years. From school shootings to bomb threats, the need for increased protection …
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This study evaluated assessment-based curricular modifications designed to improve the classroom behavior of two elementary school students with emotional and behavioral disorders. Functional assessment data led to individualized modifications of assignments. Evaluation indicated the modifications resulted in reduced problem behavior and increased task engagement by each boy. Results are related to new legal requirements for behavioral interventions.

College-age women, ages 18-24, are at an elevated risk of sexual violence.
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Shortages of teachers with specialized skills, coupled with increased difficulty accommodating students with problem behaviors in general education classrooms, create pressures for performance and accountability in schools. Describes improvements in classroom ecology after implementation of a school-wide discipline model. These outcomes were positive and provide support for continuing efforts to improve discipline within the schools.


Violence makes kids do worse at school | Health24

This study evaluated assessment-based curricular modifications designed to improve the classroom behavior of two elementary school students with emotional and behavioral disorders. Functional assessment data led to individualized modifications of assignments. Evaluation indicated the modifications resulted in reduced problem behavior and increased task engagement by each boy. Results are related to new legal requirements for behavioral interventions.

Violence is a significant problem in the United States

An emerging literature on school-wide Positive Behavior Support (PBS) in urban settings suggests the utility of PBS in addressing student social development while decreasing the need for disciplinary actions (i.e., office disciplinary referrals [ODRs]). This research represents a significant addition to, and expansion of, this literature by examining the relationship of school-wide PBS-induced reductions in out-of-class referrals to student academic achievement. School-wide PBS was implemented in an urban, inner-city middle school in the Midwest over a 3-year period. Data on ODRs, suspensions, standardized test scores, and treatment fidelity were gathered and analyzed. Results demonstrated significant reductions in ODRs and suspensions and increases in standardized math and reading scores. Additionally, regression analyses suggested a significant relationship between student problem behavior and academic performance. Treatment adherence to PBS procedures was significantly correlated with reductions in problem behavior. These findings are discussed in terms of helping urban schools address challenging behavior.

From infants to the elderly, it affects people in all stages of life

An emerging literature on school-wide Positive Behavior Support (PBS) in urban settings suggests the utility of PBS in addressing student social development while decreasing the need for disciplinary actions (i.e., office disciplinary referrals [ODRs]). This research represents a significant addition to, and expansion of, this literature by examining the relationship of school-wide PBS-induced reductions in out-of-class referrals to student academic achievement. School-wide PBS was implemented in an urban, inner-city middle school in the Midwest over a 3-year period. Data on ODRs, suspensions, standardized test scores, and treatment fidelity were gathered and analyzed. Results demonstrated significant reductions in ODRs and suspensions and increases in standardized math and reading scores. Additionally, regression analyses suggested a significant relationship between student problem behavior and academic performance. Treatment adherence to PBS procedures was significantly correlated with reductions in problem behavior. These findings are discussed in terms of helping urban schools address challenging behavior.