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Samples in periodicals archive:
Students were selected for participation in the study if they (a) entered the BEP intervention after the first two weeks of school (to establish a baseline office discipline referral rate), (b) had received at least two office discipline referrals, (c) were nominated by instructional staff to receive additional behavior support, and (d) received the BEP intervention for at least four weeks.
Effects of the behavior education program (BEP) on office discipline referrals of elementary school students.
Office discipline referral information was analyzed before, during, and after the study's implementation.
A number of outcome measures in addition to office discipline referrals were used in pre- and postintervention years, including in-school conferences with students, time-outs, in-school suspensions, short-term suspensions, and out-of-school placements.
Figure 1 shows the average number of office discipline referrals issued each day, per month, by a fifth-grade classroom teacher in a The plan included increased visual monitoring of students by the teacher, designation of positively worded classroom "rules," formation of classroom teams that received "points" for adhering to rules, public posting of point earnings, and exchange of points for daily and weekly preference activities.
However, in each case the decision was made by the schools' behavior support team using office discipline referral data as an indicator of students' response to primary-level interventions.
Treatment schools generally showed a greater reduction in office discipline referrals, and their students showed improved social skill knowledge than those in comparison schools.
Using office discipline referral data to evaluate school-wide discipline and violence prevention interventions.