Predictive Validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) Scores

Schools have become the most common setting for youth to receive additional supports—including access to mental health services serving as an entry point for identification and subsequent provision of these services. Many schools rely on office discipline referral (ODR) or suspension data as informal screeners for students who may need additional supports. Discipline data may be effective at identifying students with externalizing behaviors, yet students with internalizing behaviors may not engage in behaviors that warrant an ODR or suspension. As such, these students may go undetected in the absence of systematic screenings. This study explored whether a universal behavior screener identified students at risk for externalizing and internalizing concerns who may not have been identified through ODRs. The Student Risk Screening Scale for Internalizing/Externalizing (SRSS-IE) was completed for 1,201 elementary students in 3 elementary schools. SRSS-IE data were used to predict year-end ODRs. Results showed externalizing scores (SRSS-E7) on the SRSS-IE predicted year-end ODRs, with higher SRSS-E7 scores predicting with more ODRs. However, internalizing scores (SRSS-I5) on the SRSS-IE did not significantly predict year-end ODRs suggesting ODRs may not be an effective data source for identifying students with internalizing behaviors absent of externalizing behaviors.

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

This article addresses long-standing data from federal government agencies documenting concerns regarding the use of school discipline and suspension indicating that Black students are referred for discipline and/or suspended at a higher rate than students of other ethnicities. Available data from a local school district reflected similar troubling patterns of discipline referral and suspension. The purpose of this study was to determine if variables such as students’ ethnicity, socioeconomic status, and gender predicted the likelihood of receiving discipline referrals or being suspended at an affiliated charter high school in a local school district. Guided by Bandura’s social learning theory and Skinner’s behaviorism, this correlational explanatory quantitative study examined archival school discipline data for 2,536 students enrolled (n = 1,570 students who received at least one discipline referral or suspension) during the 2013–2014 school year at a local high school. Binomial logistic regression results showed that Black students from low socioeconomic backgrounds were significantly more likely to be suspended compared to other ethnicities. Negative binomial regression analysis indicated students who were Black, male, and were from low socioeconomic backgrounds were at significantly greater risk of receiving a referral than other ethnicities. These results suggest that by investigating school discipline patterns, disproportionality can be identified and later addressed in a manner that respects the unique needs of all students. <br /><em></em>

A Longitudinal Study on the Effect of the Texas Behavior Support Initiative on Rural Middle School Students

The purpose of this study was to analyze the effects of a school wide positive behavior initiative designed to improve student behavior. Researchers analyzed the last 3 years (2005-2008) of student discipline referral data for grades 7 and 8. Implementation resulted in a significant reduction in the number of discipline referrals. Data revealed a decrease of 23% in the number (2239 vs. 1723) of discipline referrals from year one to year two and a decrease of 22% in the number (1723 vs.1340) of discipline referrals from year two to year three. Results obtained from the analysis indicate that the TBSI was effective in improving student behavior in a rural middle school.

Psychometric Properties of the Student Risk Screening Scale: An Effective Tool for Use in Diverse Urban Elementary Schools

The authors examined the psychometric properties of the Student Risk Screening Scale, as used in three ethnically, culturally, and economically diverse urban midwestern elementary schools. The results suggest strong internal consistency (α = .81—.82) and test-retest stability ( r = .86). Initial ratings of risk as measured by the Student Risk Screening Scale were statistically significant in predicting year-end office discipline referral rates and springtime oral reading fluency scores. Students with higher levels of risk at the onset of the academic year were likely to end the year with moderately higher rates of office discipline referrals and low to moderately lower oral reading fluency proficiency levels. Limitations and future directions are offered.