An Examination of the Validity of Office Disciplinary Referrals (ODR) as a Behavioral Screener: A Descriptive Study

Abstract

Response to Intervention is an overall framework applicable to both behavioral and academic need and support (NASDSE, 2006). Schoolwide Positive Behavior Support (SWPBS), which also uses a multi-tiered system utilizing the same logic (Sailor, 2009), is often used as the behavioral framework nesting within RtI. Schools utilizing a system of Schoolwide Positive Behavior Support need to employ a universal screener to determine those students who are at risk for internalizing and externalizing challenging behaviors in order to provide these students with additional preventative supports. Office discipline referrals (ODRs) are a commonly used form of discipline, so the data they produce are readily available to researchers and school personnel. Using Messick's theory of validity, a specificity and sensitivity analysis were completed on ODRs as a screener using data from two diverse elementary schools with results of the Systematic Screening for Behavior Disorders (SSBD) used as the reference standard. Over and underrepresentation of certain subgroups, including boys, members of racial minorities, and students with special education labels, were also examined. Results were interpreted in light of social and educational consequences. The sensitivity analysis for the overall student population (n=315) showed 43.6% of students were properly identified as needing support using the ODR system of screening. Correspondingly, the rate of false negatives for externalizing students was 42.3% (p<.01) and 84.6% (p<.01) for internalizing students. Given the consequences of failing to provide additional support for these students, as well as a host of other social and educational consequences resulting from use of ODR data, it is recommended that ODR data should not be used as a screener to identify students in need of behavioral support.