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Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity

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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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED603530
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  Data: Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2019.
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  Data: 26
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  Data: <searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Relevance%22">Cultural Relevance</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Data%22">Data</searchLink>
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  Data: 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."]
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  Label: Abstractor
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  Data: As Provided
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  Data: Yes
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED603530
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Racial Bias
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Social Justice
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      – SubjectFull: Positive Behavior Supports
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      – SubjectFull: Behavior Modification
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      – SubjectFull: Student Behavior
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Cultural Relevance
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      – SubjectFull: Intervention
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      – SubjectFull: Expectation
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      – SubjectFull: Standards
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Positive Reinforcement
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      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Data
        Type: general
    Titles:
      – TitleFull: Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity
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            NameFull: Bastable, Eoin
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            – D: 30
              M: 11
              Type: published
              Y: 2019
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