Sprcial F I
GARY F. RENDER, JE NELL M. PADILLA, AND H. MARK KRANK
I )isi ipliiu1
What Research Really Shows
About Assertive Discipline
The effectiveness claims made by Canter and other
advocates are not supported by the limited
research that has been conducted in the
program's 12 years of existence.
I n the October 1988 issue of Edu our criteria Equally surprising is the Figure 1 presents a brief description
cational Leadership, Lee Canter nature of the studies. Not one study of the existing studies of Assertive
("Let the Educator Beware: A Re systematically investigated the pro Discipline. We have presented the in
sponse to Curwin and Mendler") cited gram's effectiveness compared with formation as it was reported without
studies that he believes provide strong any other specific approach The stud any interpretations of the data
support for the effectiveness of Asser ies of Assertive Discipline have been
tive Discipline. He has also stated that generated primarily by beginning re Limited Evidence
Assertive Discipline is based on re searchers, and no strongly generaliz- The claims made by Canter (1988) and
search and will produce an 80 percent able data have resulted. The research also made in Barren's (1987) review
reduction in student misbehavior is sparse and unsophisticated. are simply not supported by the exist
(Canter and Associates 1987). Canter ing and available literature We would
has made this statement repeatedly The study of agree that Assertive Discipline could
(Canter 1979a, 1979b, 1983) but has Assertive Discipline be helpful in severe cases where stu
provided no evidence to support it has been generated dents are behaving inappropriately
A Small Database primarily by more than 96 percent of the time, as in
We believed that a program in exis beginning the study by Mandelbaum and col
tence for 12 years and so widely used researchers, leagues (1983) We would also argue
(reports suggest that 500,000 people and no strongly that teachers such as the one in that
have been trained in Assertive Disci generalizable data study would benefit from any inter
pline) would have generated an exten have resulted. vention. However, we can find no ev
sive database (Canter and Associates idence that Assertive Discipline is an
1987) We therefore reviewed the lit effective approach deserving school-
erature (Render et al. in press, Render wide or districrwide adoption.
et al. 1987) and reported only studies
in which information was gathered in Canter has also stated that teachers
some systematic way and in which have no need for educational litera
results were presented. We found only ture; they need "answers" (1988, p.
16 studies (10 dissertations, 3 journal 73). We believe teachers deserve an
articles, and 3 other reports) meeting swers based on more than limited
studies that suffer from a lack of gen-
72 eralizability to various settings, teach-
EDUCATIONAL LEADERSHIP
1. HMMtt WKfMflt MRlMMMDn^ VKI PlVOB|Mlonf flf AD Th* KfMKjl wMl tfw M^Mt
(MSI) Mt mde Mudm*). tavtmmtUOon. CMun* • IIMIIIM preym
fcom Ad
I «*• pwariwd
2. feucr Cmfa » Aid** dnwn from Mdwfen of dbdpHn* amfatom. AOrfhcHw
OM2) Mgh Khool taing ATI Campw- liii i«Mfcn Uriail i rtrfmlnn nhMd to foCM AH
AbaDnInhwoNn high sch-ool not tab* lnvni*« MudM MHude. _nhM. d to tan*.* not
Him "In In mi i In
too
3. (l1U9nBc2to) raon - Etarrant"try MKhn (no N LO. CM- of oan-aal, pi«il control *.•(—*•• MM—ri to AD
chmcMMks. tab an ii MMWO. No «wly
MI mto of tahwtor of *ae
4. MoflW. JUMdka, and Mnwi »7* of diUrict MdMn (N - Ml Ik^Mn' pmatfom of AU
(IMD
Auto* data *« AD ~«Muri»/
&Cnwl*y 1k*cb«i (N - S2) *nd MdMi tanB«ora of Mdwa MMd or -...HNMMI
(1913) «*-M6) not «*»^ In AQ Ptac^oom of nwwMd by Ml Mudy tetad
' or from AMtniw DtadpBot Mkv-
d Con»»r On* M fmdi dMwoom Student ai»af«Ht AO M> M> AD
(HU) (N - 3D and iht Mtdw <O«. SMdnt kMMMptaki •*• OB M« 45% »7% 42%
inKmMMMlhlpWOCiiKtf IT M* 54% m *S»
7. KMb» bra. NMV 4U oM«taM tahvtar
09i3) oocw !•> *•• 3S« «f *• HIM.
•. :_, ; BMWMHy rtudwB in on* NumUrof imilaili n»m»J to Ourinf W»-aO idnel yw ISO
Ktnol of 3S6 MidM> (1979-M) oMa tor dbdpMnvy Nwm. iMdOTb nfenvd to 0*0. Dm-
(LMM M4 3«5 ttuitanB OM2-S3). Ing »«-M ichool »«* *C
.,'•':' • , - dnn^M 4wm IniHpmoMl
FMabtom to oi»wk taMdar
,
probhnn. Nolndkalloil«f«4wl
aamlly hinp«n«i< In t
Not leaned. amioom dhiupoom. ttbn AD-m» dhtupttomflOO
» Alton 7», «h, «nd 9th |mdt DudMs DbdpNnwy nteab. to «• mute.
OM4) (N-353). HIM «• * 3U* (p<jOS
dKMM to
iftit ntf IniliBtoit <•! T
'- ijJmITm"te'r -o-f -R-•«m—k
«f AMrtlw Otodp*w (AD)
MARCH 1989 73
Ml Smith Student teachers mined in AD Student leichen' atfeftrveness. Student teechen trained in AD
(1984) (noNi rated themselves more assertive
than controls. Supervising
H. teachers agreed. No report on
(HM) Mudent behavior in these student
teachers' classrooms.
12. Boun, Render, and Moon
0984) Teacher* K-12 (N -129), prin Perceptions of teachers and prin 86% liked AO, 82% perceived
cipals (N-12). cipals regarding effectiveness of improved student behavior 77%
13. McCormack AO. perceivBd Improved LmKiol of
0985) student behavior; 43% perceived
improvement in student behavior
14. ID be lasting.
(1985) Elementary and junior high Involvement of students in the 71% of students said they rarely
15. Bane* and Curtfs students (N -1,067), teachers establishment of classroom rules or never were given an
(N - 86), and parents (N - 446). and consequences of opportunity for input in
0986) misbehavior. establishing classroom rules or
consequences for misbehavior.
16. Barren
0987) 36 3rd grade classes; 18 using Off-task behavior during reading Students in classes without MT
AD, 18 not N - 687. instruction. off-task 13% of time. Students
with AO were ofMask 5% less.
AO was said to account for 9%
of the variance in off-task
behavior.
Administrators, secondary Perceptions of AO. AO favored by administrators,
teachers, students, and parents teachers preferred their own
(no N reported). discipline styles. Parents gen
erally approved but did not
expect or desire to see AD used
with their own children.
Student teachers trained In AO Perceptions of student teachers Student teachers trained in AD
(N - 248) 1981-82; student regarding their ability to use perceived significantly (p<£5)
teachers not trained In AD appropriate discipline tech better preparation in use of
(N - 288) 1982-83; supervisors niques. Perceptions of super techniques. Supervisors rated stu
(N - 396) rated student teachers visors regarding student teachers' dent teachen trained in AO
not trained In AO in 1981-82. use of techniques. significantly (p<j05) better at
Supervisors (N - 307) rated using appropriate techniques.
student teachers trained in AD in Appropriate techniques were not
1982-83. defined. The use of assertive
discipline techniques was not a
focus of the study. The study
does not support or fall to sup
port the use of AD. The use of
AD techniques was not studied.
A review of literature on AD, all The same varla *» listed above. "Based upon research conducted
of which is included here. Findings are dr iwn from several at this early stage [AD] has
of the studies I sted here-no proven to be effective." "It [AO]
others than listed here has been proven beneficial in
both decreasing the number of
referrals and as an effective
means to increase on-task
behavior of students." "(AD) also
has proven significantly effective
in reducing student disruptions."
Fig. t Sttfdk* of Atwrtivc Dbdpline (AD) (Continued)
74 EDUCATIONAL LEADERSHIP
ens. subject areas, and grade levels We can find no trol. Pupil Control Ideology, and Asser
(We suggest that readers form their evidence that tive Personality Characteristics." Disser
conclusions regarding Assertive Disci Assertive Discipline tation Abstracts International 4 2 4~*9~A
pline by evaluating the data in the- is an effective Mandelbaum, LH. S.C. Russell, J. Krouse.
existing literature.) approach deserving and M Gonter (1983V "Assertive Disci
Where Are the Facts? schoolwide or pline An Effective Classwide Behavior
Canter and Assertive Discipline advo districtwide Management Program Behavior Disor
cates suggest that the program is adoption. ders 8 . 4 2S8-264
"proven" effective Even after years of McCormack. S.L. (198S) Students Off-
investigation and numerous studies Canter, L. (^"^a). 'Competency-Based Ap Task Behavior and Assertive Discipline "
and replications, no reputable scholar proach to Discipline—It's Assertive (Doctoral diss . University of Oregon )
would state that "the research proves" Thrust for Educational leadership 8 II- Dissertation Abstracts International 40
any particular educational approach 13. 1880A
Ten dissertations, three journal arti Moffett. K.L.. D,l Jurenka. and J Kovan
cles, and three other reports is cer Canter, L. <1979b). Taking Charge of Stu (June. July .August 1982) 'Assertive Dis
tainly limited evidence to support any dent Behavior. ' National Elementary cipline." California School Boards 2 4-
educational strategy We agree with Principal S8. 4 33-36. -41 27.
Canter that "facts are hard to dispute" Parker. PR (198S) 'Effects of Secondary-
(1988, p 71); however, facts result Canter. L (October 1983) 'Assertive Dis Level Assertive Discipline in a Central
from systematic, scientific investiga cipline: A Proven Approach " Today's Texas School District and Guidelines to
tions, replications, and evaluations by Catholic Teacher 36-3" Successful Assertion and Reward Strate
scholars, not from hopeful claims and gies .'' Dissertation Abstracts Interna
promotions.D Canter, L (October 1988). 'Let the Educa tional 4 S. 3S04A
tor Beware: A Response to Curwin and Render. G.F , J M Padilla. and H.M. Krank
References -M1e.-n3dler Educational Leadership 46. 2 (October 198"). "Assertive Discipline: A
Alien, RD (19S4) "The Effect of Assertive Critical Review and Analysis Paper pre
Crawley. K.E. (1983). Teacher and Stu sented at the annual meeting of the
Discipline on the Number of Junior dent Perceptions with Regard to Class Northern ftcx'ky Mountain Educational
High School Disciplinary Referrals." />;s- room Behavior Conditions. Procedures, Research Association, Park City. Utah
sertation Abstracts International 4 4: and Student Behavior in Classes of Render. G F.. J.M Padilla. and H.M Krank.
2299A-2300A Teachers Trained in Assertive Discipline (In press) "Assertive Discipline A Criti
Barren, E.R. (198^). "Assertive Discipline Methods " Dissertation Abstracts Inter- cal Review and Analysis." Teachers Coi-
and Research " Unpublished manuscript national 4 3 2840A. lege Record
available from Canter and Associates, Smith. SJ (1984) "The Effects of Assertive
PO Box 2113, Santa Monica, CA 90406 Ersavas, CM. (1981) "A Study of the Effect Discipline Training on Student Teach
Barren, F. R. and KF Curtis (Spring/Sum of Assertive Discipline at Four Elemen ers' Self-Perceptions and Classroom
mer 1986) "The Effect of Assertive Dis tary Schools." Dissertation Abstracts In Management Skills." Dissertation Ab
cipline Training on Student Teachers " ternational 4 2 4 T3A. stracts International 44 2690A
Teacher Education and Practice. S3-">6 Ward. L.R. (1984). "The Effectiveness of
Bauer, RL (1982) A Quasi-Experimental Fereira. C L (1983) A Positive Approach to Assertive Discipline as a Means to Re
Study of the Effects of Assertive Disci Assertire Discipline M artinet, Calif. Mar- duce Classroom Disruptions." Disserta
pline " Dissertation Abstracts Interna tine?, Unified School District. (ERIC Doc tion Abstracts International 44: 2323A-
tional 4 3 25A. ument Reproduction Service No. ED 240 2324A
Braun. J.A., GF Render, and C E Moon 058). Webb, MM (1984) An Evaluation of Asser
(1984) "Assertive Discipline A Report of tive Discipline and Its Degree of Effec
Student, Teacher, and Parent Percep Henderson. CB (1982) "An Analysis of tiveness as Perceived by the Professional
tions ' Journal of the Association for the Assertive Discipline Training and Imple Staff in Selected School Corporations."
Study of Perception 1 9. 1 18-25. mentation on Inservice Elementary Dissertation Abstracts International 44
Canter and Associates (198"?) "Abstracts of Teachers Self-Concept. Locus of Con 2324A-232SA
Research Validating Effectiveness of As
sertive Discipline " Unpublished manu Gary F. Render i s Professor of Educa
script available from Canter and Associ tional Psychology, University of Wyoming,
ates, PO Box 2113. Sama Monica. CA College of Education. Department of Edu
90406 cational Foundations and Instructional
Technology. Box 33~4. Laramie. WY 820~I
Je Nell M. Padilla and H. Mark Krank
both are Ph.D candidates in Educational
Psychology. Department of Educational
Foundations and Instructional Technology,
University of Wyoming.
MARCH 1989 75
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Development. All rights reserved.