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ERIC Number: EJ939981
Record Type: Journal
Publication Date: 2011-Oct
Pages: 11
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-1098-3007
Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support
Vincent, Claudia G.; Randall, Carla; Cartledge, Gwendolyn; Tobin, Tary J.; Swain-Bradway, Jessica
Journal of Positive Behavior Interventions, v13 n4 p219-229 Oct 2011
Within the context of widely documented racially disproportionate discipline outcomes, we describe schoolwide positive behavior support (SWPBS) as one approach that might provide a useful framework for culturally responsive behavior support delivery. We conceptualize cultural and linguistic diversity as the result of a divergence between individual students' and entire schools' cultural identities and identify culturally responsive educational practices that might facilitate greater continuity between students from culturally and linguistically diverse backgrounds and school environments. Based on practical recommendations derived from the literature, we propose an expansion of the key features of SWPBS implementation (practices, data, systems, and outcomes) to facilitate culturally responsive behavior support delivery. We propose (a) systemically promoting staff members' cultural knowledge and self-awareness, (b) commitment to culturally relevant and validating student support practices, and (c) culturally valid decision making to enhance culturally equitable student outcomes. We provide recommendations for future research and present the efforts of one school district to blend SWPBS implementation with training in cultural responsiveness. (Contains 1 table and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A