Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
Key outcomes
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Project website: http://www.neselab.org/isla/
Additional Online Resources and Information:
- ISLA Overview Video: https://pbisapps.wistia.com/medias/zdpcavp6xy
- ISLA Building and Sustaining Relationships Video: https://pbisapps.wistia.com/medias/u6oxr8wdep
- ISLA Responding to Behavior Video: https://pbisapps.wistia.com/medias/sio1gzfoa0
- ISLA Break Systems Video: https://pbisapps.wistia.com/medias/jvqa057wws
- ISLA Data-based Decision-Making Video: https://pbisapps.wistia.com/medias/9grx3wrdwr
- ISLA Out of class Process Video: https://pbisapps.wistia.com/medias/p74i71mdoz
- ISLA School Stories: https://pbisapps.wistia.com/medias/du0dhijjxf
Nese, R. N. T., Santiago-Rosario, M. R., Nese, J. F. T., Triplett, D., Malose, S., Hamilton, J., Izzard, S., and Newson, A (2023). Instructional and restorative alternatives to exclusionary discipline: A guide to implementing the five components of the Inclusive Skill-building Learning Approach (ISLA). OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.
Select Publications:
Bastable, E., Fairbanks Falcon, S., Nese, R. N. T., Meng, P., and McIntosh, K. (2021). Enhancing school-wide positive behavioral interventions and supports tier 1 core practices to improve disciplinary equity. Preventing School Failure, 65, 283-290. doi.org/10.1080/1045988X.2021.1937020
Furjanic, D., Mannan, I., Hamilton, J., Nese, J. F. T., Austin, S., Izzard, S., and Nese, R. N. T. (2021). Examining the social validity of a universal intervention for reducing exclusionary discipline through stakeholder voice. Journal of Applied School Psychology. Advance online publication. doi.org/10.1080/15377903.2021.1968092
Green, A. L., Hatton, H., Stegenga, S. M., Eliason, B., and Nese, R. (2020). Examining commitment to prevention, equity, and meaningful engagement: A review of school district discipline policies. Journal of Positive Behavior Interventions, 23, 137-148. doi.org/10.1177/109830072095194
McDaniel, S., LaSalle, T., Cohen, D. and Nese, R. N. T. (2021). Not separate but not equal: Improving equity in discipline in racially and ethnically diverse school settings. Beyond Behavior, 30, 157-168. doi.org/10.1177/10742956211024168
Nese, R. N. T., Bastable, E., Gion, C., Massar, M., Nese, J. F. T., and McCroskey, C. (2020). Preliminary analysis of an instructional alternative to exclusionary discipline. The Journal of At-Risk Issues, 23, 1-14.
Nese, R. N. T., McDaniel, S., Meng, P., Spraggins, L., Babbs, V., and Girvan, E. J. (2021). Restorative and conflict resolution interventions. In T. Collins and R. Hawkins (Eds.), Peers as change agents: A guide to implementing peer-mediated interventions in schools. (pp. 185-195). Oxford University Press.
Nese, R. N. T., McDaniel, S., Hirsch, S., Green, A., Sprague, J., and McIntosh, K. (2019). Major systems for facilitating safety and pro-social behavior: Positive school wide behavior. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, and L. Woods (Eds.), Keeping students safe and helping them thrive. A collaborative handbook on school safety, mental health, and wellness, vol 2 (pp. 256-276). Praeger Publishing.
Nese, R. N. T., Nese, J. F. T., McCroskey, C., Meng, P., Triplett, D., and Bastable, E. (2021). Moving away from disproportionate exclusionary discipline: Developing and utilizing a continuum of preventative and instructional supports. Preventing School Failure, 65, 301-311. doi.org/10.1080/1045988X.2021.1937019
Nese, R. N. T., Santiago-Rosario, M. R., Malose, S., Hamilton, J., Nese, J. F. T., and Horner, R. (2022). Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance. Psychology in the Schools, 59, 2042-2061. doi.org/10.1002/pits.22576
Pimentel-Mannan, I. A., Nese, J. F. T., Newson, A., Kjellstrand, J., and Nese, R. N. T. (2023). Addressing discipline equity: The Inclusive Skill-building Learning Approach (ISLA) an alternative to exclusionary discipline. Preventing School Failure: Alternative Education for Children and Youth. doi.org/10.1080/1045988X.2023.2252761
Project website:
Supplemental information
Co-Principal Investigators: Nese, Joseph; McIntosh, Kent; Horner, Robert
- In partnership with middle school students and staff, the researchers iteratively developed and refined ISLA to be acceptable to stakeholders and easy to implement with high fidelity (Furjanic et al., 2021; Nese et al., 2021).
Demographic data for the quasi-experimental pilot study are as follows. The average demographics for ISLA schools were 50 percent female, 50 percent male, and fewer than 1 percent non-binary/transgender/other; 64 percent White, 10 percent Multiracial, 3 percent Asian, 2 percent Black, 1 percent Indigenous, and fewer than 1 percent Pacific Islander; 20 percent Latino/a/e/x; 13 percent students with disabilities; 4 percent English learners; and two of the four ISLA schools received Title I supports. The average demographics for control schools were 50 percent female, 50 percent male, and 1 percent non-binary/transgender/other; 60 percent White, 6 percent Multiracial, 1 percent Asian, 1 percent Black, 1 percent Indigenous, and fewer than 1 percent Pacific Islander; 31percent Latino/a/e/x; 14percent students with disabilities; 10percent English learners; and one of the four control schools received Title I supports.
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