Utility of Number and Type of Office Discipline Referrals in Predicting Chronic Problem Behavior in Middle Schools

Predy, Larissa; McIntosh, Kent; Frank, Jennifer

doi:10.1080/02796015.2014.12087416

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…When considering students' response to social and behavioral supports in schools, educators often consider office discipline referral (ODR) data and universal screening scores. Although these data sources are well‐researched (e.g., Allen et al, 2019; Gregory et al, 2020; Predy et al, 2014) and predictive of outcomes such as risk for suspension (Naser et al, 2018), both are reliant upon teachers' perceptions of student behavior. For ODRs, subjectively defined problem behaviors (e.g., disruption) and teachers' implicit bias have been linked to racial discipline disproportionality (Girvan et al, 2017), particularly for Black youth (Bradshaw et al, 2010).…”

Section: Perception Of Student Riskmentioning

confidence: 99%

Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior

Fallon

Veiga

Susilo

et al. 2021

Psychology in the Schools

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It is important to explore the relationship between teachers' perceptions of their cultural responsiveness as well as students' classroom behavior and risk, as these relationships may impact decisions about equitable access to school behavioral health supports. This paper includes two studies conducted with teachers in two large suburban school districts. Study 1 investigated the relationship between teachers' (n = 20) ratings on a measure of cultural responsiveness, the Assessment of Culturally and Contextually Relevant Supports (ACCReS), and students' classroom behavior. Results indicated that higher ACCReS scores significantly predicted lower classwide disruptive behavior. Study 2 investigated the relationship between teachers' (n = 30) ratings on the ACCReS and ratings of their students' risk on the Social, Academic, and Emotional Behavior Risk Screener. For social behavior, higher ACCReS scores predicted teachers perceiving lower social risk; however, identification as a Black student and a student with a disability predicted higher risk. Findings are preliminary, yet implications include recommendations for high-quality professional development to promote teacher cultural responsiveness. Such support could guide teachers to create educational environments in which fewer discipline referrals for behavior occur, teachers perceive less social risk, and access to school behavior supports is more equitable.

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Section: Perception Of Student Riskmentioning

confidence: 99%

Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior

Fallon

Veiga

Susilo

et al. 2021

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Various reports about the validity and reliability of ODRs have appeared in the literature (Irvin et al, 2004; McIntosh et al, 2009; Rusby et al, 2007; Sugai et al, 2000). Previous studies have used ODRs as both a predictor variable (McIntosh et al, 2009, 2010; Tobin et al, 1996) and outcome variable (McIntosh et al, 2010; Predy et al, 2014). As a predictor variable, Tobin et al (1996) found that the number of ODRs received during the first term in sixth grade significantly predicted referral rates in later terms.…”

Section: Office Discipline Referralsmentioning

confidence: 99%

“…Furthermore, McIntosh et al (2010) found ODRs received in the Fall significantly predicted the number of ODRs later in the year. As an outcome variable, studies today have primarily focused on distinguishing types of ODRs (e.g., aggression, illicit behavior; Girvan et al, 2017; Predy et al, 2014) or reliability and validity of ODR cut points (i.e., 0–1, 2–5, and 6 or more; McIntosh et al, 2009), though a growing body of studies have investigated ODR relations with behavioral screeners.…”

Section: Office Discipline Referralsmentioning

confidence: 99%

Predictive Validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) Scores

Gregory

Graybill

Barger

et al. 2020

Journal of Emotional and Behavioral Disorders

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Schools have become the most common setting for youth to receive additional supports—including access to mental health services serving as an entry point for identification and subsequent provision of these services. Many schools rely on office discipline referral (ODR) or suspension data as informal screeners for students who may need additional supports. Discipline data may be effective at identifying students with externalizing behaviors, yet students with internalizing behaviors may not engage in behaviors that warrant an ODR or suspension. As such, these students may go undetected in the absence of systematic screenings. This study explored whether a universal behavior screener identified students at risk for externalizing and internalizing concerns who may not have been identified through ODRs. The Student Risk Screening Scale for Internalizing/Externalizing (SRSS-IE) was completed for 1,201 elementary students in 3 elementary schools. SRSS-IE data were used to predict year-end ODRs. Results showed externalizing scores (SRSS-E7) on the SRSS-IE predicted year-end ODRs, with higher SRSS-E7 scores predicting with more ODRs. However, internalizing scores (SRSS-I5) on the SRSS-IE did not significantly predict year-end ODRs suggesting ODRs may not be an effective data source for identifying students with internalizing behaviors absent of externalizing behaviors.

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Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes

Chotto,

Linton,

Donaldson

2024

J of App Behav Analysis

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The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth‐grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group‐arrangement concurrent‐chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback.

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Utility of Number and Type of Office Discipline Referrals in Predicting Chronic Problem Behavior in Middle Schools

Cited by 3 publications

References 23 publications

Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior

Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior

Predictive Validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) Scores

Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes

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