Aitchison, D. Using Single-Subject Design to Evaluate School-based RJ

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To cite this article:  Aitchison,  D. (2018). Using Single-Subject Design as a (Changing) Lens to Evaluate School-based Restorative Justice as a Means to Countermand the School to Prison PipelineInternet Journal of Restorative Justice, ISSN (online): 2056-2985

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In prior research, Restorative Justice has been implemented to reduce conflict and produce positive behaviour change in the American school and criminal justice systems.   Peace Circes and victim offender reconciliation programs (VORP) are used in place of traditional, punitive-based systems. Performance feedback has been implemented to produce skill improvement at the organisational level.   Monitoring, coaching, and feedback on an employee’s performance are given at regular time intervals. In this study, three teachers, one administrator, and three students, were each given feedback and coaching on how they managed chronic misbehaviour in a delayed multiple baseline design. Results suggested that when exposed to performance feedback and coaching on Restorative Justice at full implementation, student discipline referrals decreased significantly, suggesting that the independent variable may have been responsible for the measured behaviour change.


Perfomance feedback, restorative justice, multiple baseline, school to prison pipeline, victim-offender mediation, discipline that restores

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