Bibliographic Details
| Title: |
Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity |
| Language: |
English |
| Authors: |
Bastable, Eoin, Fairbanks Falcon, Sarah, Nese, Rhonda, Meng, Paul, McIntosh, Kent |
| Source: |
Grantee Submission. 2019. |
| Peer Reviewed: |
Y |
| Page Count: |
26 |
| Publication Date: |
2019 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A170034 |
| Document Type: |
Reports - Research |
| Descriptors: |
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 |
| Abstract: |
Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide 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. [This paper will be published in "Preventing School Failure."] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2020 |
| Accession Number: |
ED603530 |
| Database: |
ERIC |
