ERIC Number: EJ1113087
Record Type: Journal
Publication Date: 2016-Aug
Abstractor: As Provided
Reference Count: 37
Using Parental Input from Black Families to Increase Cultural Responsiveness for Teaching SWPBS Expectations
Kourea, Lefki; Lo, Ya-yu; Owens, Tosha L.
Behavioral Disorders, v41 n4 p226-240 Aug 2016
Despite the positive effects of school-wide positive behavior support (SWPBS) on school discipline, the overrepresentation of Black students in discipline data in SWPBS schools has alerted researchers and educators to initiate discussion about the need to blend culturally responsive pedagogy and the SWPBS approach. This qualitative research study attempts to add to this discussion by (a) exploring the perspectives of Black parents on SWPBS behavioral expectations using ethnographic interviewing, (b) incorporating parental input in the instructional design of a culturally responsive social skill curriculum, and (c) assessing the perceptions of parents and SWPBS team members on the curriculum content and design using social validity questionnaires. Results and discussion are provided in relation to findings of descriptive themes (e.g., respect, safety, family interactions, school--family interactions) from the parent ethnographic interviews and the value of using parental input to increase cultural responsiveness of school-wide behavioral expectations.
Descriptors: Positive Behavior Supports, Student Behavior, Culturally Relevant Education, African Americans, Parent Attitudes, Expectation, Ethnography, Interviews, Course Content, Curriculum, Questionnaires, Elementary School Students, At Risk Students, Qualitative Research
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A