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Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions: Empirical Patterns From 1,510 Schools Nationwide

¹ University of Oregon
² University of Connecticut

^* To whom correspondence should be addressed. E-mail: sspauldi{at}uoregon.edu.

	Abstract

Office discipline referral (ODR) data provide useful information about problem behavior and consequence patterns, social-behavioral climates, and effects of social-behavioral interventions in schools. The authors report patterns of ODRs and subsequent administrative decisions from 1,510 schools nationwide that used the School-Wide Information System in 2005–2006. Sample demographics differed from key demographics for schools nationwide on school enrollment, socioeconomic status, and race and ethnicity. Descriptive analyses showed over 88% of elementary grade students with zero or one ODR for the academic year, 72% for middle schools, and 67% for high schools. ODRs were most likely to be generated from classrooms and more likely to be related to peer-directed problem behavior in elementary schools, student-adult interactions in middle schools, and tardiness and skipping in high schools. Major consequences were suspensions and detentions for middle and high school students and varied for elementary students. The discussion focuses on the utility of ODR databases and implications of the reported patterns.

First published on December 30, 2008
Journal of Positive Behavior Interventions 2008, doi:10.1177/1098300708329011


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