A Look at Current Validity Issues of School-Wide Behavior Support

By L. Kern, Patricia H. Manz. 2004

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2ffd34d09aff3a4b6d7c54e87e2dbd6466fb3d0a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. McIntosh
2. R. Horner
3. G. Sugai
4. Tary J. Tobin
5. Scott Spaulding
6. J. B. Boland
7. J. Frank
8. Catherine P. Bradshaw

In Education

1. K. McIntosh
2. R. Horner
3. G. Sugai
4. Scott Spaulding
5. J. Frank
6. Tary J. Tobin
7. Seth L. May
8. Tara C. Moore Partin

In Social Psychology

1. R. Horner
2. G. Sugai
3. K. McIntosh
4. Tary J. Tobin
5. J. Wehby
6. J. Frank
7. Brandi Simonsen
8. C. Vincent

Citations in the corpus

• Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions (2010, background): “…within a school (e.g., teacher tolerance for student problem behavior, teacher skills in behavior management) and between schools (e.g., administrator policy for defining rules and procedures) can lead to inconsistency in the ODR “construct” that can complicate comparisons (Kern & Manz, 2004).”
• Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School (2008, background): “Because ODRs may be completed by any adult in the school building, the reliability of ODRs may vary by school personnel or building (Kern & Manz, 2004); as a practice to counter this threat, personnel in the district studied provide annual trainings on determining what types of behavior should or…”
• The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis (2006, background): “In addition, researchers have raised concerns about school-wide measures of problem behavior, including ODRs (see Kern & Manz, 2004).”
• Establishing Research-Based Trajectories of Office Discipline Referrals for Individual Students (2010, background): “At the individual level, teacher decisions regarding whether to issue an ODR can be subjective and influenced by ethnic bias (Kern & Manz, 2004; Skiba, Michael, Nardo, & Peterson, 2002), and schools in this sample may have been at different stages of standardizing their referral practices.”
• Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior (2009, background): “…makes it difficult to assess educators’ success in providing purposeful positive behavior supports at the primary level (see Kauffman, 1999; Kern & Manz, 2004), and data from descriptive studies suggest that provision of appropriate and successful secondary and tertiary positive supports…”