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Journal of Positive Behavior Interventions
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Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School

Kent McIntosh

University of British Columbia, kent.mcintosh{at}ubc.ca

K. Brigid Flannery

University of Oregon

George Sugai

University of Connecticut

Drew H. Braun

Bethel School District

Krysta L. Cochrane

University of British Columbia

Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education services as they transitioned from Grade 8 to Grade 9. The authors employed analysis of variance and structural equation modeling to determine the significance and strength of the relationship between academic skills and behavior variables. Results indicated significant interactions between academic scores and office discipline referrals, both within and across grades. When controlling for the direct effects, crossover effects of Grade 8 discipline referrals on Grade 9 academic scores remained statistically significant, though effects of Grade 8 state reading assessment scores on Grade 9 discipline referrals did not. Results are discussed in terms of improving school environments and academic instruction to prevent school failure.

Key Words: high schools • dropout prevention • academic assessment • positive behavior support • behavioral assessment

This version was published on October 1, 2008

Journal of Positive Behavior Interventions, Vol. 10, No. 4, 243-255 (2008)
DOI: 10.1177/1098300708318961
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