Implementation Fidelity of Culturally Responsive School-Wide Positive Behavior Interventions and Supports in a Spanish-Language Magnet School: A Case Study Emphasizing Context

Autor/inn/en	Fetterman, Hallie; Ritter, Chelsea; Morrison, Julie Q.; Newman, Daniel S.
Titel	Implementation Fidelity of Culturally Responsive School-Wide Positive Behavior Interventions and Supports in a Spanish-Language Magnet School: A Case Study Emphasizing Context
Quelle	In: Journal of Applied School Psychology, 36 (2020) 1, S.89-106 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fetterman, Hallie) ORCID (Newman, Daniel S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2019.1665607
Schlagwörter	Positive Behavior Supports; Culturally Relevant Education; Student Behavior; Student Diversity; Cultural Differences; Language Usage; Spanish Speaking; Urban Schools; Magnet Schools; Elementary Schools; Program Implementation; Fidelity; Program Effectiveness; Knowledge Level; Expectation; Elementary School Students; Reinforcement; Teaching Methods; Family Involvement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Kultureller Unterschied; Sprachgebrauch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Wissensbasis; Expectancy; Erwartung; Positive Verstärkung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a broad set of evidence-based strategies designed to create school environments that promote and support appropriate behavior of all students. The "PBIS Cultural Responsiveness Field Guide" provides a foundation for designing a SWPBIS program that meets the needs of culturally and linguistically students in schools. The purpose of this case study is to describe the development and implementation of a SWPBIS program in a newly formed, urban, Spanish-language magnet elementary school. Data from the culturally-responsive SWPBIS Spanish-Language School Program during the first year of implementation indicated increases in implementation fidelity, as well as equitable student knowledge of behavioral expectations across both native Spanish speakers and native English Speakers when culturally responsive materials and procedures were used to teach and reinforce behavior expectations. Teachers also reported positive perceptions of the Program's goals, procedures, and outcomes. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01