A Systematic Replication of a Survey of School Administrators’ and Teachers’ Views Of Discipline Referrals for Students With and Without Disabilities

• Main Author: Burton, Amanda
• Format: Others
• Language: English
• Published: Digital Commons @ East Tennessee State University 2017
• Subjects: disciplinary offenses; School-wide Positive Behavior Supports (SWPBS); Office Discipline Referral (ODR); disabilities; Special Education and Teaching
• Online Access: https://dc.etsu.edu/etd/3254; https://dc.etsu.edu/cgi/viewcontent.cgi?article=4670&context=etd

This study investigated time lost to office discipline referrals (ODRs), systematically replicating a prior study (Church, 2015) in rural school districts. An on-line survey asked administrators, general education, and special education teachers in four county districts for: a) demographic information; 2) estimated minutes lost to ODRs generally, specific ODR types, and for students with (SWD) or without disabilities (not SWD); and, 3) whether the respondent’s school implemented School-wide Positive Behavior Supports (SWPBS). ODRs generally took 16.9 minutes. Special Education teachers’ time (mean 23.6 min.), was Lost time was affected by ODR type (aggression, noncompliance, disruption mean 23 min.; not finishing work, inappropriate language, cell phone use mean 12.33 min.) and disability (SWD mean 20.2 min; Not SWD mean 15.17 min). Respondents reporting SWPBs had longer ODR times (mean 19.13 min.) than respondents without SWPBS (mean 16.77 min.). Implications for future research and the evaluation of SWPBS programs were discussed.