Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap

Autor/inn/en	Barclay, Christopher M.; Castillo, Jose; Kincaid, Don
Titel	Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap
Quelle	In: Journal of Positive Behavior Interventions, 24 (2022) 1, S.4-16 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barclay, Christopher M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007211040097
Schlagwörter	Benchmarking; Equal Education; Positive Behavior Supports; Intervention; Behavior Modification; Discipline; Disproportionate Representation; Racial Bias; Racial Discrimination; African American Students; Hispanic American Students; White Students; Program Effectiveness; Regression (Statistics) + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Disziplin; Racial discrimination; Rassismus; Racial bias; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Regression; Regressionsanalyse
Abstract	In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS--equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS "Classroom Systems" was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS "Expectations" was related to higher suspension risk among Black students, whereas higher levels of "Recognition" were related to more equitable suspension practices. No significant relationships were observed between "Lessons" and "Data Analysis" and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01