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

By L. Irvin, Tary J. Tobin, Jeffrey R. Sprague, G. Sugai, C. Vincent. 2004

348 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8998f0cc4a715dbd4dbb2c254f6ec5b5363e07cd

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Office Discipline and Student Behavior: Does Race Matter? (2010, background): “Irvin et al. (2004) conclude upon the basis of their review that studies of office discipline referrals indicate that “cultural values” play a role in the differential treatment of students.”
Concurrent Validity of Office Discipline Referrals and Cut Points Used in Schoolwide Positive Behavior Support (2009, methodology): “These strategies focus on standardizing the use of ODRs through clear and consistent definitions of incidents, regularly scheduled data summaries, accuracy checks, and training in cultural responsiveness (Irvin et al., 2004; U.S. Department of Education, 2002; Weinstein, Tomlinson-Clarke, & Curran, ”
Handbook of school violence and school safety: From research to practice. (2006, background): “There is little evidence of the long-term effect of these practices in reducing antisocial behavior ( Irvin, Tobin, Sprague, Sugai, & Vincent, 2004; Skiba & Peterson, 1999).”
Establishing Research-Based Trajectories of Office Discipline Referrals for Individual Students (2010, methodology): “ODRs may also be used during the plan evaluation phase to determine the effectiveness of Tier 1 (universal) interventions (i.e., supporting a large proportion of students; Irvin et al., 2004).”
Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls (2017, neutral): “Protocols for determining and recording office disciplinary referrals can differ widely across schools (Irvin et al. 2004), but the district our sample is drawn from uses systematic reporting procedures and pre-established, mutually exclusive categories that are followed districtwide.”
Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students (2007, methodology): “When implementing behavioral interventions schoolwide, ODRs can serve as an indicator of behavior change, are easily gathered by schools, and are correlated with important school climate variables, such as increased rates of problem behavior and academic failure (Irvin et al., 2004).”
Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes (2010, methodology): “Additional research is needed regarding the reliability and validity of ODR data as an indicator of student behavior problems (see Irvin et al., 2004) and the extent to which these findings generalize to other measures of student behavior problems (e.g., classroom observations, teacher ratings).”
Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study (2018, methodology): “…interactions among a number of individuals (i.e., teachers, students, administrators) that may reflect a student’s problem behavior, differences in behavioral and cultural standards and expectations, a teacher’s lack of relational or behavior management skills, or teacher bias (Irvin et al., 2004).”