Date of Conferral

2020

Degree

Ph.D.

School

Psychology

Advisor

Monny Sklov

Abstract

Students, who are repeatedly referred to Disciplinary Alternative Education Programs (DAEPs), are at risk for future school dropout and for feeding the pipeline from schools to prison. In the United States, this is true especially for minority students, and regardless of referral reasons or intervention efforts. The purpose of this explanatory sequential mixed methods study was to examine attitudes of DAEP students and teachers regarding the influence of mandatory versus discretionary referrals, frequency and duration of referrals, and punitive versus creative interventions on positive behavioral outcomes. Data for the quantitative phase were collected via an online survey from public high school teachers in Texas (N = 107). Data for the qualitative phase were collected in semi-structured interviews with at-risk students (N = 9) regarding their lived experiences during the referral process and interventions received at DAEPs. Quantitative data were analyzed with a series of ANCOVAs, independent t-tests, and one MANCOVA that did not result in significant findings. However, student interviews revealed that the referral process lacked clarity and fairness, that all interventions were viewed as punitive, and that long assignments at DAEPs resulted in feelings of hopelessness and despair. Bandura's social cognitive learning theory served as the theoretical framework. Future studies should focus on students' understanding of the referral process, treatment intervention strategies, and appropriate length of assignments at DAEPs. This study may lead to positive social change by helping school administrators adapt referral policies to the needs of at-risk students, thereby encouraging behavioral change and reducing recidivism at DAEPs.

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