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Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions
Larry K. Irvin
University of Oregon, larryi{at}darkwing.uoregon.edu
Tary J. Tobin
University of Oregon
Jeffrey R. Sprague
University of Oregon
George Sugai
University of Oregon
Claudia G. Vincent
University of Oregon
Office discipline referrals (ODRs) are widely used by school personnel to evaluate student behavior and the behavioral climate of schools. In this article, the authors report the results of a review of the relevant literature to evaluate the validity of ODR data as indices of school-wide behavioral climate, the effects of school-wide behavioral interventions, and differing behavior support needs across schools. They used Messick's unified approach to validity by focusing on examples of evidence for empirical and ethical foundations of interpretations, uses, and social consequences of ODR measures at the school-wide level. The authors also discuss ongoing issues, study limitations, and related recommendations for interpretations and uses of ODR measures as school-wide indices, based on the existing literature.
Journal of Positive Behavior Interventions, Vol. 6, No. 3,
131-147 (2004)
DOI: 10.1177/10983007040060030201
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