Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions

Larry K. Irvin · Tary Jeanne Tobin · Jeffrey R. Sprague · George M. Sugai · Claudia G. Vincent

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Education Discipline and Inequality Behavioral and Psychological Studies Legal Issues in Education

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.

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2017Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls 2013Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies 2016Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students 2011High Suspension Schools and Dropout Rates for Black and White Students 2008Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School

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