The Use of Thinking Errors Instruction in Texas DAEPs as a Means to Improve Student Behavior

• Main Author: Turner, Karen T.
• Other Authors: Lynch, Patricia S.
• Format: Others
• Language: en_US
• Published: 2010
• Subjects: At-risk; behavioral intervention; alternative schools; dropouts
• Online Access: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8411

The use of disciplinary measures to deal with student behavior brings with it the responsibility to educate the student, not only academically, but socially. It is the social or behavioral component of education that is lacking in most Texas Disciplinary Alternative Education Program (DAEP) settings. The current DAEP model does not provide the means nor the method by which students’ behavior can be remediated, so students’ need for learning positive behaviors goes unmet. The Texas Education Code (TEC Chap. 37) mandates that DAEPs provide instruction in “self-discipline,” but it does not specify how this instruction is to be delivered. In addition, it does not provide for oversight or evaluation, so these requirements may be inconsistently fulfilled, or not fulfilled at all. Many of the students who attend DAEPs have behavioral and emotional difficulties, and are considered at risk for academic failure. Although there have been programs to compensate for and remediate academic skill deficits, there is not one comprehensive program to help students learn appropriate behaviors and overcome risk factors. The Thinking Errors program was developed to help students become aware that the choices they make every day are influenced by poor patterns of thinking. It is designed to help students correct these thinking patterns and learn to take responsibility for their own decisions and behaviors. The purpose of this study is to evaluate the effectiveness of the Thinking Errors program in helping students change their behavior.