The Convergent Validity of Office Discipline Referrals with the CBCL-TRF

By J. Ron Nelson, Gregory J. Benner, R. Reid, M. Epstein, Deann Currin. 2002

90 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a7fd1d088f10211c34902ca714e9343cc13ef3bd

How researchers see this paper

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

In Clinical Psychology

1. K. McIntosh
2. G. Sugai
3. D. Cornell
4. Amy L. Campbell
5. D. Carter
6. Tary J. Tobin
7. C. Branson
8. C. Vincent

In Education

1. K. McIntosh
2. D. Cornell
3. G. Sugai
4. Scott Spaulding
5. C. Vincent
6. J. Frank
7. Tary J. Tobin
8. Peter L. Sheras

Citations in the corpus

• Establishing Research-Based Trajectories of Office Discipline Referrals for Individual Students (2010, result): “Data from schools using less standardized procedures may not have the same results (Nelson et al., 2002).”
• Concurrent Validity of Office Discipline Referrals and Cut Points Used in Schoolwide Positive Behavior Support (2009, result): “It is logical to conclude that the results from the Nelson et al. (2002) study may document the validity of an unsystematic use of referrals, and results from the present study may show the validity of standardized, systematic use of ODRs.”
• Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, background): “, 1996) and (b) high false negative rates of ODRs (failing to detect a problem when one exists) relative to established borderline and clinical cutoff scale scores on the TRF, particularly with students who demonstrate internalizing problems (Nelson et al., 2002). These concerns relate to important ”
• Common Problem Behaviors of Children and Adolescents in General Education Classrooms in the United States (2012, background): “Furthermore, teachers and administrators may not use the same criteria for initiating an ODR (Morrison, Peterson, O’Farrell, & Redding, 2004; Nelson et al., 2002), and ODRs often represent the culmination of many behavioral incidents rather than a marker of any specific behavior (Sugai, Sprague, Hor”
• Guidelines for Student Threat Assessment: Field-Test Findings (2004, background): “However, office referrals do not encompass the full range of students identified by teachers as exhibiting behavior problems warranting intervention ( Nelson, Benner, Reid, Epstein, & Currin, 2002 ).”