Strategies for PBIS Schools: Reducing Discipline Disparities across Race/Ethnicity and Disability Status

Autor/inn/en	Petersen, Amanda J.; MartinRogers, Nicole
Institution	Amherst H. Wilder Foundation, Wilder Research
Titel	Strategies for PBIS Schools: Reducing Discipline Disparities across Race/Ethnicity and Disability Status
Quelle	(2016), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Positive Behavior Supports; Intervention; Evidence Based Practice; Student Behavior; Racial Differences; Ethnicity; Students with Disabilities; At Risk Students; Expectation; Rewards; Discipline; Racial Bias; Suspension; Disproportionate Representation; Minority Group Students; Elementary Secondary Education; Program Effectiveness; Family Involvement; Educational Environment; Parent Participation; Cultural Relevance; Data Use; Decision Making; Program Implementation; Fidelity; Teacher Competencies; Faculty Development; Minnesota + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Rassenunterschied; Ethnizität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Expectancy; Erwartung; Reward; Belohnung; Disziplin; Racial discrimination; Rassismus; Ausschluss; Schulausschluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Decision-making; Entscheidungsfindung; Lehrkunst
Abstract	The school-wide positive behavioral interventions and supports (SW PBIS) program is managed by the Minnesota Department of Education and is implemented in hundreds of Minnesota schools. PBIS is an evidence-based model that attempts to develop a school-wide positive behavior culture. Based on previously documented outcomes, PBIS is a potential solution to reducing the discipline disparities gap between white students and students of color and between students who have a disability and those who do not have a disability. The core concept of PBIS is teaching behavioral expectations in the same manner as any other academic subject. Rather than telling students what not to do, the school staff focus on teaching and rewarding preferred, positive behaviors. The purpose of this case study is to explore the findings from the research literature to increase the understanding of the impact PBIS may have on reducing discipline disparities by race/ethnicity and disability status. It also provides school PBIS teams with concrete strategies that they can use to help reduce discipline disparities in their schools. Links to guides and resources from the University of Oregon to help schools implement these different approaches are also included. Finally, this report provides recommendations to the Minnesota PBIS State Leadership Team (SLT) regarding possible changes to the PBIS training process that could impact discipline disparities for schools in Minnesota. (ERIC).
Anmerkungen	Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/Wilder-Research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01