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ERIC Number: EJ933265
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0936-2835
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support
Vincent, Claudia G.; Swain-Bradway, Jessica; Tobin, Tary J.; May, Seth
Exceptionality, v19 n3 p175-190 2011
The goal of our study was to examine if school-wide positive behavior support implementation was associated with reductions in the discipline gap. We provided outcomes from descriptive and preliminary statistical analyses of three years of office discipline referral data from elementary schools engaged in school-wide positive behavior support implementation and not engaged in school-wide positive behavior support implementation. The percent of students enrolled was compared to the percent of students with office discipline referrals within each racial-ethnic category. The percent of students with office discipline referrals and individualized education plans was compared across racial-ethnic categories. Outcomes indicated that the discipline gap was present in schools engaged in school-wide positive behavior support implementation as well as schools not engaged in implementation with African American students over-represented among students with office discipline referrals. In schools engaged in school-wide positive behavior support, the gap was statistically significantly smaller than in schools not involved in school-wide positive behavior support implementation. Suggestions for future research in culturally responsive school-wide positive behavior support implementation were offered. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A