Program Description

"Win-Win Discipline is the single most comprehensive and effective classroom discipline program available. Period. Never before has there been a more practical and powerful step-by-step approach to discipline. Win-Win seeks a higher goal than other discipline programs: The goal is not merely to end disruptions; the goal is to teach students to meet their unmet needs so they no longer need to be disruptive. Watch disruptive behavior disappear as Win-Win: • Turns Anger into Rational Decision-Making • Replaces Boredom with Active Engagement • Channels Excess Energy into Productive Learning • Transforms Attention-Seeking into Self-Validation • Ends Control-Seeking via Learned Self-Efficacy • Converts Avoidance of Failure into Self-Confidence"

Cost

$44 for the full text. Additional supplemental materials range from $4–29.

Intended Population

• Any

Grade

• Unspecified

Intended Group Size

• Classroom

ELL/DLL

• Unspecified

Multisensory Applications

• Unspecified

Delivery Method

• Print-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• No

Fidelity Measures Provided by Publisher

• No

Research Summary

Although not specific to Win-Win Discipline, Jones and Sanford (2003) evaluated two 2-day teacher training sessions on key conflict skills and classroom management practices as part of the National Curriculum Integration Project (NCIP). The classroom management practices included strategies from Win-Win Discipline. Across various dimensions of classroom climate (e.g., cohesion, support, constructive conflict management), the NCIP teachers and classrooms had more positive climates than the control classrooms. Due to the lack of peer-reviewed evidence evaluating the Win-Win Discipline program specifically, there is insufficient evidence to support the efficacy of the program at this time.

Study Citations

Jones, T. S., & Sanford, R. (2003). Building the container: Curriculum infusion and classroom climate. Conflict Resolution Quarterly, 21(1), 115-130.

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://files.eric.ed.gov/fulltext/ED358056.pdf
• https://www.sciencedirect.com/science/article/pii/S0190740912002794?casa_token=0edCwOVFxP8AAAAA:CAviQ_9ta1gwampCYgxFGM81iWvoWoCnpw3YMGsGqtskq072qoZ9A9BBTUGn9p8G2Aecib9vJg