Using Office Discipline Referral Data for Decision Making About Student Behavior in Elementary and Middle Schools

By L. Irvin, R. Horner, Kimberly Ingram, Anne W. Todd, G. Sugai, Nadia Katul Sampson, J. B. Boland. 2006

168 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/3b5f8c33355298de9770addfa1931747567e6856

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

In Education

In Information Systems and Management

Citations in the corpus

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations (2020, background): “Schools focused on student behavior or school discipline are most likely to use a count of the number of ODRs as an information metric (Irvin et al., 2006).”
Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School (2008, background): “Finally, ODRs have been identified as an effective and efficient measure for decision making in schools (Irvin et al., 2006).”
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, background): “Initial evidence suggests that ODRs are valid indicators of student behavior (e.g., Irvin et al., 2006; Irvin, Tobin, Sprague, Sugai, & Vincent, 2004).”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, methodology): “ODRs are readily available, and school staff routinely use them to document behavioral infractions, making them a familiar and naturally occurring data collection method (Irvin et al., 2006; Sugai & Horner, 2002).”
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools (2009, background): “Irvin et al. (2006) recently documented that SWIS meets basic validity criteria.”
A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation (2011, methodology): “Consistent with the PBIS model’s emphasis on databased decision making (Irvin et al., 2006; Sugai & Horner, 2006), a critical element of the PBIS Maryland Initiative has been developing and maintaining a comprehensive data system to monitor and evaluate PBIS statewide.”
Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions (2010, methodology): “As mentioned previously, the fidelity of SWIS implementation is supported by (a) the school-readiness and facilitator-training requirements of all schools that use SWIS and (b) the data entry, access, and decision making performed regularly by the school teams (Irvin et al., 2006).”
Establishing Research-Based Trajectories of Office Discipline Referrals for Individual Students (2010, methodology): “Since that time, the use of ODRs for measuring student behavior has increased exponentially (Irvin et al., 2006; Spaulding, Irvin et al., 2010), and the technology for efficient entry and visual analysis of ODR data has been enhanced by applications such as SWIS.”
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support (2006, background): “One source of data that can reflect the status of the disciplinary and social climate of the school is office discipline and referral information (Irvin et al., 2006; Irvin, Tobin, Sprague, Sugai, & Vincent, 2004).”
Defining and Describing Schoolwide Positive Behavior Support (2009, background): “A final characteristic defining the core of SW-PBS is the collection and use of data for active decision making (Horner & Sugai, 2001; Irvin et al., 2006; Lewis-Palmer, Sugai, & Larson, 1999; Wright & Dusek, 1998).”
Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “…discipline problems, evaluate the impact of school-based interventions and policies (Irvin, Tobin, Sprague, Sugai, & Vincent, 2004; Sugai, Sprague, Horner, & Walker, 2000), and make programmatic decisions regarding support services, both school-wide and for individual students (Irvin et al., 2006).”
Examining the Evidence Base for School-Wide Positive Behavior Support (2010, background): “Two additional measurement trends are the use of office discipline referrals as an index of school-wide social culture (Irvin et al., 2006; Irvin, Tobin, Sprague, Sugai & Vincent, 2004; Kaufman et al., 2010) and the development of measures of SWPBS fidelity (ISSET: Anderson et al.”