Equity-Focused PBIS Approach Reduces Racial Inequities in School Discipline: A Randomized Controlled Trial

Autor/inn/en	McIntosh, Kent; Girvan, Erik J.; Fairbanks Falcon, Sarah; McDaniel, Sara C.; Smolkowski, Keith; Bastable, Eoin; Santiago-Rosario, María Reina; Izzard, Sara; Austin, Sean C.; Nese, Rhonda N. T.; Baldy, Tabathia S.
Titel	Equity-Focused PBIS Approach Reduces Racial Inequities in School Discipline: A Randomized Controlled Trial
Quelle	In: School Psychology, 36 (2021) 6, S.433-444 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McIntosh, Kent) ORCID (McDaniel, Sara C.) ORCID (Smolkowski, Keith) ORCID (Bastable, Eoin) ORCID (Santiago-Rosario, María Reina) ORCID (Austin, Sean C.) ORCID (Nese, Rhonda N. T.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000466
Schlagwörter	Positive Behavior Supports; Behavior Problems; Behavior Modification; Racial Bias; Elementary School Students; African American Students; Discipline; Cultural Relevance; Intervention; Program Effectiveness; Disproportionate Representation; Risk; Student Behavior + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Racial discrimination; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disziplin; Risiko; Student behaviour; Schülerverhalten
Abstract	We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in school discipline decisions and providing professional development on adapting school-wide behavior systems to improve cultural responsiveness through concrete strategies targeting the patterns. After consent and matching on existing levels of racial inequities, half of the schools were randomly assigned to receive the intervention. Analyses showed that schools receiving the intervention had significant decreases in racial disparities in school discipline and rates of office discipline referrals (ODRs) for Black students, while control schools had minimal change. Results are discussed in terms of improving equity in school discipline within multitiered systems of support. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01