Establishing Research-Based Trajectories of Office Discipline Referrals for Individual Students

2010 ◽  
Vol 39 (3) ◽  
pp. 380-394 ◽  
Author(s):  
Kent McIntosh ◽  
Jennifer L. Frank ◽  
Scott A. Spaulding
Keyword(s):  
Discipline Referrals ◽  
Office Discipline Referrals

Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes

2018 ◽  
Vol 43 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Jerin Kim ◽  
Kent McIntosh ◽  
Sterett H. Mercer ◽  
Rhonda N. T. Nese
Keyword(s):  
Academic Outcomes ◽  
Behavioral Interventions ◽  
Implementation Fidelity ◽  
Discipline Referrals ◽  
Fidelity Of Implementation ◽  
Office Discipline Referrals ◽  
Positive Behavioral Interventions ◽  
School Suspensions ◽  
K 12 ◽  
And Behavior

The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K–12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of schools at or above established fidelity criteria). Results indicate that, in general, schools showed a decline in office discipline referrals (ODRs) and out-of-school suspensions (OSSs) over 3 years. SWPBIS fidelity of implementation was positively associated with initial levels of ODRs and OSSs, and the relations between fidelity and OSSs varied based on years of SWPBIS implementation. Levels of fidelity did not predict change in ODRs or OSSs. Despite no statistically significant associations between fidelity and student academic outcomes, schools that had implemented SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.

Behavior Assessment

2019 ◽  
pp. 50-70
Author(s):  
Sarah J. Wright ◽  
Kate A. Helbig ◽  
Stefanie R. Schrieber ◽  
James R. Derieux ◽  
Evan H. Dart
Keyword(s):  
Student Behavior ◽  
Rating Scales ◽  
Progress Monitoring ◽  
Behavioral Assessment ◽  
Discipline Referrals ◽  
Assessment Tools ◽  
Behavior Assessment ◽  
Successful Implementation ◽  
Office Discipline Referrals ◽  
Direct Behavior Ratings

Behavior assessment describes the process of quantifying an operant dimension of student behavior, such that decisions can be made about the need for or effect of interventions. Assessment of behavior is essential to the successful implementation of intervention strategies, with failure of interventions often being attributed to lack of adequate assessment. The chapter describes the four primary purposes of behavioral assessment: universal screening, pre-intervention assessment, progress monitoring, and summative assessment. Next, the chapter describes various methods for assessment of behavior that may be utilized in school settings. Information is provided regarding direct behavior assessment and systematic direct observation, as well as systems for collecting such data on individual students and groups of students. Indirect behavior assessment through interviews, rating scales, office discipline referrals, and direct behavior ratings are also discussed. Finally, issues related to applied use of the described assessment tools are described.

Efficacy of Online Daily Behaviour Report Card to Decrease Off-Task Behaviour for Adolescents With Attention-Deficit/Hyperactivity Disorder

2018 ◽  
Vol 42 (02) ◽  
pp. 143-157
Author(s):  
Wendy Yeo ◽  
Ailsa Goh ◽  
Carol Tan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Discipline Referrals ◽  
Report Card ◽  
Classroom Teachers ◽  
Office Discipline Referrals ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Students With Adhd ◽  
High Level

Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore. Using a multiple baseline design across participants, the study involved 3 adolescents with ADHD who exhibited a high level of off-task behaviour and had received numerous office discipline referrals. Aside from the involvement of classroom teachers, the online DBRC intervention was modified to involve an additional school mentor who supported the parents in monitoring and guiding the students. Results indicated that the online DBRC intervention had been effective in decreasing off-task behaviour in the 3 students. Implications of findings and directions for future studies are discussed.

Positive behavior support: Analysis of consistency between office discipline referrals and teacher recordings of disruptive classroom behaviors.

2010 ◽  
Vol 16 (1) ◽  
pp. 25-33
Author(s):  
Ronald C. Martella ◽  
Nancy E. Marchand-Martella ◽  
Brien Woods ◽  
Staci Thompson ◽  
Carlee N. Crockett ◽  
...  
Keyword(s):  
Positive Behavior Support ◽  
Discipline Referrals ◽  
Positive Behavior ◽  
Classroom Behaviors ◽  
Behavior Support ◽  
Office Discipline Referrals ◽  
Disruptive Classroom Behaviors

Universal Screening for Behavioral Risk in Elementary Schools Using SWPBS Expectations

2010 ◽  
Vol 20 (1) ◽  
pp. 38-54 ◽  
Author(s):  
Mack D. Burke ◽  
John L. Davis ◽  
Yuan-Hsuan Lee ◽  
Shanna Hagan-Burke ◽  
Oi-man Kwok ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Problem Behaviors ◽  
Structural Equation ◽  
Discipline Referrals ◽  
Equation Modeling ◽  
Behavioral Risk ◽  
Office Discipline Referrals ◽  
School Problems ◽  
Externalizing Problem ◽  
Behavior Supports

In this study, the authors examined the concurrent validity, predictive validity, and concurrent and predictive classification accuracy of using schoolwide behavior expectations as a universal behavioral screener. Three elementary schools implementing schoolwide positive behavior supports (SWPBS) participated. Within each school, the entire school population was screened using items derived from schoolwide behavior expectations. Structural equation modeling revealed moderate to strong associations between SWPBS expectations and constructs formed from the criterion measure. SWPBS expectations converged with the school problems, externalizing problem behaviors, and adaptive skills constructs but diverged from the internalizing construct. Concurrent classification with a norm-referenced screener was generally adequate but varied depending on school and index. Predictive classification analyses using office discipline referrals also yielded comparable results as the norm-referenced screener. Although not without limitations, this study provides initial evidence of the validity of using SWPBS expectations to screen for behavioral risk.

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