Abstract
Data and data-based decisions are crucial principles of school-wide positive behavior interventions and supports (PBIS). Data are collected in the form of office discipline referrals (ODRs), which are completed by any school staff that witness or report student problem behavior. The local school PBIS team must assume all data from office discipline referrals are full and accurate in order for them to reliably make data-based decisions. However, factors exist which can cause the data collected through office discipline referrals to be incomplete. Barriers to school-wide PBIS implementation exist and can also be barriers to staff members’ ability to fully and accurately complete office discipline referrals. The current study investigated barriers and enablers to office discipline referral completion and how much impact, if any, participants perceived these barriers and enablers have on their own ability to fully and accurately complete office discipline referrals. Participants for this study were teachers, administrators, counselors, paraprofessionals, and support staff from one large school district in the greater Sacramento area. Data were collected through a voluntary online survey. Overall, the most impactful barriers were: lack of sufficient time to fill out ODRs, lack or insufficient staff buy-in to PBIS principles and practices, lack of or insufficient time to collaborate with colleagues on PBIS practices and implementation, and unclear or conflicting staff expectations for completing ODRs. The most impactful enablers were the perception of PBIS as a top school priority, a strong and effective PBIS team at the local school site, clear and consistent staff expectations for completing office discipline referrals, and sufficient support from administration. Implications for future practice are discussed and further research into barriers to full and accurate ODR data will are suggested.