Abstract
Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8). During 1994-95, the school had 530 students and recorded 2,628 office referrals. The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions. Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall “climate” of the school. Implications for future research, and the use of schools as a unit of analysis, are discussed.
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Taylor-Greene, S., Brown, D., Nelson, L. et al. School-Wide Behavioral Support: Starting the Year Off Right. Journal of Behavioral Education 7, 99–112 (1997). https://doi.org/10.1023/A:1022849722465
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DOI: https://doi.org/10.1023/A:1022849722465