Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity

Autor/inn/en	Bastable, Eoin; Falcon, Sarah Fairbanks; Nese, Rhonda; Meng, Paul; McIntosh, Kent
Titel	Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity
Quelle	In: Preventing School Failure, 65 (2021) 4, S.283-290 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bastable, Eoin) ORCID (McIntosh, Kent) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1937020
Schlagwörter	Racial Differences; Racial Bias; Disproportionate Representation; Discipline; Social Justice; Positive Behavior Supports; Behavior Modification; Student Behavior; Minority Group Students; Cultural Relevance; Intervention; Expectation; Standards; Teaching Methods; Positive Reinforcement; Parent Role; Decision Making; Data + Suchen Sie Ihr Suchwort? Rassenunterschied; Racial discrimination; Rassismus; Disziplin; Soziale Gerechtigkeit; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Expectancy; Erwartung; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Parental role; Elternrolle; Decision-making; Entscheidungsfindung; Daten
Abstract	Addressing racial disparities in school discipline is an urgent and widespread issue facing US schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated schoolwide practices. Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and research-validated approach shown to improve behavioral and academic outcomes, yet evidence suggests students of color remain disproportionately disciplined in schools implementing the SWPBIS framework to fidelity. Contextual fit is a core principle of SWPBIS, but in practice, schools may lack effective strategies to enhance equity using the framework's tier 1 core practices. This article describes promising enhancements to universal school practices aimed at reducing school discipline disparities. [For the Grantee Submission, see ED603530.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01