Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions
Abstract
Office discipline referrals (ODRs) are widely used by school personnel to evaluate student behavior and the behavioral climate of schools. In this article, the authors report the results of a review of the relevant literature to evaluate the validity of ODR data as indices of school-wide behavioral climate, the effects of school-wide behavioral interventions, and differing behavior support needs across schools. They used Messick's unified approach to validity by focusing on examples of evidence for empirical and ethical foundations of interpretations, uses, and social consequences of ODR measures at the school-wide level. The authors also discuss ongoing issues, study limitations, and related recommendations for interpretations and uses of ODR measures as school-wide indices, based on the existing literature.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
ODRs were recorded on a form used school district-wide requiring documentation of a specific behavioral infraction, a practice that increases validity of those records as an index of behavioral status.
“ODRs were recorded on a form used school district-wide requiring documentation of a specific behavioral infraction (e.g., hitting another child), a practice that increases validity of those records as an index of behavioral status (Irvin et al. 2004).”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Irvin et al. 2004
Such specificity increases the validity of those records.
“Such specificity increases the validity of those records (Irvin et al. 2004).”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Irvin et al. 2004
Rates of both disciplinary referrals and suspensions vary systematically across schools.
“Rates of both disciplinary referrals and suspensions vary systematically across schools (Irvin et al. 2004).”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Irvin et al. 2004
Cites
The interplay of evidence and consequences in the validation of performance assessments
Messick, S. (1994) · Educational Researcher · doi:10.3102/0013189x023002013 · Cited by 1,315 · see citing works
The Evolution of Discipline Practices: School-Wide Positive Behavior Supports
Sugai, G., & Horner, R. (2002) · Child & Family Behavior Therapy · doi:10.1300/j019v24n01_03 · Cited by 945 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010) · Journal of Positive Behavior Interventions · doi:10.1177/1098300709334798 · Cited by 868 · see citing works
Bradshaw, C. P., Mitchell, M. M., O'Brennan, L. M., & Leaf, P. J. (2010) · Journal of Educational Psychology · doi:10.1037/a0018450 · Cited by 373 · see citing works
Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S. (2018) · School Psychology Review · doi:10.17105/spr-2017-0119.v47-2 · Cited by 185 · see citing works
Wyman, P. A., Cross, W., Hendricks Brown, C., Yu, Q., Tu, X., & Eberly, S. (2010) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-010-9398-x · Cited by 166 · see citing works
Implementing Effective Educational Practices at Scales of Social Importance
Horner, R. H., Sugai, G., & Fixsen, D. L. (2017) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-017-0224-7 · Cited by 114 · see citing works
Self-citationApplication of economic analysis to school-wide positive behavior support (SWPBS) programs
Blonigen, B. A., Harbaugh, W. T., Singell, L. D., Horner, R. H., Irvin, L. K., & Smolkowski, K. S. (2008) · Journal of Positive Behavior Interventions · doi:10.1177/1098300707311366 · Cited by 50 · see citing works
Self-citationEliminating the Racial Disparity in Classroom Exclusionary Discipline
Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. (2015) · Journal of Applied Research on Children: Informing Policy for Children at Risk · doi:10.58464/2155-5834.1212 · Cited by 26 · see citing works
Austin, S. C., McIntosh, K., Smolkowski, K., Santiago-Rosario, M. R., Arbuckle, S. L., & Barney, N. E. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101284 · Cited by 12 · see citing works
- Authors
- Irvin, L. K., Tobin, T. J., Sprague, J. R., Sugai, G., & Vincent, C. G.
- Venue
- Journal of Positive Behavior Interventions
- Publisher
- SAGE Publications
- Published
- 2004-07
- Volume
- 6
- Issue
- 3
- Pages
- 131-147
- ISSN
- 1098-3007
- 1538-4772
- Cited by
- 174
- References
- 2
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
