Positive Behavior Support: Analysis of Consistency Between Office Discipline Referrals and Teacher Recordings of Disruptive Classroom Behaviors

• Published in: Behavioral development bulletin (Philadelphia, Pa.) Vol. 16; no. 1; pp. 25 - 33
• Main Authors: Martella, Ronald C., Marchand-Martella, Nancy E., Woods, Brien, Thompson, Staci, Crockett, Carlee N., Northrup, Emma, Benner, Gregory J., Ralston, Nicole C.
• Format: Journal Article
• Language: English
• Published: Joseph D. Cautilli 2010; Development & Behavior Analysis Special Interest Group of the Association for Behavior Analysis
• Subjects: Behavior Problems; Classroom Behavior; Classroom Discipline; Classrooms; Female; Human; Male; School Based Intervention; Schools; Teachers; primary-level intervention; secondary-level intervention; tertiary-level intervention; three-tier model; positive behavior support; Office disciplinary referrals; in-class behavior
• ISSN: 1942-0722; 1942-0722
• DOI: 10.1037/h0100517

This study investigated the representativeness of office discipline referrals for disruptive classroom behaviors within a positive behavior support implementation over 17 weeks. In-class reporting and office discipline referrals were gathered across three schools. Twelve teachers took in-class data on 20 students receiving secondary- or tertiary-level interventions in School 1. Ten teachers took in-class data on 14 students receiving secondary- or tertiary-level interventions in School 2. Eight teachers took in-class data on 11 students receiving secondary- or tertiary-level interventions in School 3. Results of this study indicated that office discipline referrals were not representative of teacher recordings of classroom behavior. Implications and areas of future research will be discussed.