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Using office referrals to examine discipline patterns: positive behavior support in a high school

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dc.contributor.authorWiley, Cynthia Loe, author
dc.contributor.authorCooner, Donna, advisor
dc.contributor.authorCarlson, Laurie, advisor
dc.date.accessioned2024-03-13T20:28:04Z
dc.date.available2024-03-13T20:28:04Z
dc.date.issued2008
dc.description.abstractThe utility of systemic positive disciplinary frameworks such as school-wide positive behavior support (SWPBS) in high schools has not been determined. Most research to date has focused on elementary and middle schools that have instituted positive school-wide disciplinary frameworks with varying degrees of success. Similar research is necessary to determine if this type of disciplinary framework can be efficaciously applied at the high school level. The purpose of this three-year study was to describe discipline patterns in a comprehensive public high school pre- and post-implementation of a school-wide positive behavior support (SWPBS) system. Participants in the study were students from grades nine through twelve. The mean annual population of the school was 1,187. The research objective was to utilize longitudinal systematic observation data to provide a comprehensive description (Johnson, 2001) of a SWPBS system as it was applied in one high school and to increase understanding of universal level implementation of SWPBS in this particular context. Disciplinary incidences as measured by archival office discipline referrals (ODRs) were analyzed and described for each of the three years (one year of baseline data and two years of intervention data) under study. Overall ODR patterns were examined as well as the incidence of disciplinary referrals related to student grade level, gender, and selected disruptive and antisocial discipline categories. The descriptive analysis provided data in both aggregate and disaggregate form to render insights into educational reform, both process and outcome, in one high school. Information on implementation fidelity was provided. The study highlighted areas for improvement within this specific school and indicated that SWPBS may be beneficial at the high school level.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Wiley_2008_3332742.pdf
dc.identifier.urihttps://hdl.handle.net/10217/238019
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectdiscipline
dc.subjecthigh school
dc.subjectoffice referrals
dc.subjectpositive behavior support
dc.subjectschool-wide
dc.subjectschool administration
dc.subjectschool counseling
dc.subjectsecondary education
dc.subjectsecondary schools
dc.subjecteducational administration
dc.titleUsing office referrals to examine discipline patterns: positive behavior support in a high school
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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