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Examining the Integration of Culturally Responsive Practices in School-Wide Positive Behavior Interventions and Supports.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Integration of Culturally Responsive Practices in School-Wide Positive Behavior Interventions and Supports./
Author:	Bacon, Kyle Evan.
Description:	1 online resource (88 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29168448click for full text (PQDT)
ISBN:	9798819357705

Examining the Integration of Culturally Responsive Practices in School-Wide Positive Behavior Interventions and Supports.
Bacon, Kyle Evan.

Examining the Integration of Culturally Responsive Practices in School-Wide Positive Behavior Interventions and Supports. - 1 online resource (88 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Psy.D.)--University of Colorado at Denver, 2022.

Includes bibliographical references

Positive Behavior Interventions and Supports (PBIS) is a promising framework for addressing academic and disciplinary disproportionality for racial and ethnically minoritized (REM) students, yet these problems continually manifest in schools that implement PBIS with fidelity. In response, researchers have developed culturally responsive PBIS frameworks to combat disproportionality for REM students. This exploratory study aimed to learn more about the implementation of the Cultural Responsiveness PBIS Field Guide's core components via survey research methodology. Participants were 34 school professionals with experience working at schools with PBIS systems. Most participants worked in the state of Colorado (64.7%), and most respondents worked in elementary settings (61.8%). Study findings indicate that PBIS systems are only partially implementing each culturally responsive PBIS core component. Results of this study suggest that PBIS teams need specific action steps to increase the implementation fidelity of culturally responsive PBIS components. Implications and future directions are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819357705Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

CRPBISIndex Terms--Genre/Form:

542853
Electronic books.

Examining the Integration of Culturally Responsive Practices in School-Wide Positive Behavior Interventions and Supports.
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500 $a Advisor: Stein, Rachel.
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504 $a Includes bibliographical references
520 $a Positive Behavior Interventions and Supports (PBIS) is a promising framework for addressing academic and disciplinary disproportionality for racial and ethnically minoritized (REM) students, yet these problems continually manifest in schools that implement PBIS with fidelity. In response, researchers have developed culturally responsive PBIS frameworks to combat disproportionality for REM students. This exploratory study aimed to learn more about the implementation of the Cultural Responsiveness PBIS Field Guide's core components via survey research methodology. Participants were 34 school professionals with experience working at schools with PBIS systems. Most participants worked in the state of Colorado (64.7%), and most respondents worked in elementary settings (61.8%). Study findings indicate that PBIS systems are only partially implementing each culturally responsive PBIS core component. Results of this study suggest that PBIS teams need specific action steps to increase the implementation fidelity of culturally responsive PBIS components. Implications and future directions are discussed.
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653 $a Positive behavior interventions and supports
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