Weisz PBIS 1 by lr8cj8E


                                              PBIS Hand-Out
                                     Culturally Responsive Schools and
        needs                 Positive Behavioral Interventions and Supports
    Universal needs
                           Gaston Weisz, Psy.D., Amanda Aniboli, Betyne Bordes

Examples of Universal support
    Teach expectations/Behavioral instruction. Teach behaviors/expectations
     across various settings.                                                        needs
    Positive climate. Create a school environment that emphasizes support,
     safety, inclusion of children and families. Focus more on student success and how adults can support
     improvement rather than reactively focusing on problems, punishment, and exclusion of students.
    Reinforcement. Develop an easy and efficient way to reinforce positive
     behaviors (card or ticket associated with expectations).
    Increased use of praise
    Personal connection with student. Greeting children by name, taking a few moments to make a personal
     connection with students.
    Increasing student engagement. Increased opportunities for students to participate actively in learning
     (e.g., response cards, choral responding, peer-tutoring).
    Home school communication, such as positive notes and phone calls
    Parenting workshops. Example: Triple-P (Positive Parenting Program).
    Data. Collect data to help inform decisions and develop goals to improve school practices.

Examples of Targeted supports

    Increased review/teaching of expectations.
    Pre-correction.
    Group activities to teach expectations or skills (Social skills
     lessons or groups, Cool Tools class lessons, Second Step, Good Behavior Game)
    Program with an adult monitoring and reviewing behavior
     (Check and Connect, Check In Check Out, Mentoring)
    Home school behavior card
    Behavior Contract
    Break Cards in class

Examples of Intensive supports
    Functional Behavioral Assessments and Behavior Support Plans
    Evidence Based intensive psycho-educational programs
     (Example: The Coping Cat for managing anxiety)
    Parent support/training interventions (Example: Triple P Parenting)
    Special Education
    Counseling
    Outside resources
    Case management approaches to identify and coordinate services and supports.
     (Person-Centered planning, Wrap-around).
                                                          PBIS Resources
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems.
         Intervention in School and Clinic, 28, 143-150.

Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New
        York: Guilford.

Crone, D., Hawken, L., & Horner, R. (2010). Responding to problem behavior in schools, second edition: The behavior education
        program. The Guilford Practical Intervention in the Schools Series. New York: Guilford Press.

Eber, L., Sugai, G., Smith, C.R. & Scott, M. (2002). Wraparound and positive behavioral interventions and supports in the schools.
         Journal of Emotional and Behavioral Disorders, 10(3) 171-180.

Irvin, L., Horner, R., Ingram, K., Todd, A., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for
         decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of
         Positive Behavior Interventions, 8(1), 23.

Kameenui, E. J., & Darch, C. B. (2004). Instructional classroom management: A proactive approach to behavior management. (2nd
       edition). White Plains, NY: Longman.

Kerr, M.M. & C. M. Nelson (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Merrill.

Sugai, G. (1992). The design of instruction and the proactive management of social behaviors. Learning Disabilities Forum, 17(2), 20-

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P.,
        Turnbull III, H. R., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional
        behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131–143.

Sugai, Horner & Lewis (2009). School-wide positive behavior support implementers’ blueprint and self-assessment. Eugene, OR:
        OSEP TA-Center on Positive Behavioral Interventions and Supports.

Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., et al. (1997). School-wide behavioral support: Starting
        the year off right. Journal of Behavioral Education, 7, 99–112.

Tolan, P., & Guerra, N. (1994). What works in reducing adolescent violence: An empirical review of the field. Center for the Study
         and Prevention of Violence. University of Colorado, Boulder.

Tobin, T.J. and Sugai, G. (2005). Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for
        Young Children. Journal of Early and Intensive Behavior Intervention, 2 (3), 125–144Alberto, P. A., & Troutman, A. C.
        (2001). Applied behavior analysis for teachers (6th ed.). Englewood Cliffs, NJ: Merrill/Prentice-Hall.

Zins, J. E., & Ponte, C. R. (1990). Best practices in school-based consultation. In A. Thomas and J. Grimes (Eds.), Best practices in
          school psychology -- II (pp. 673-694). Washington, DC: National Association of School Psychologists.

PBIS                                        Check and Connect/Behavior Education Program
http://pbis.org                             http://www.checkandconnect.org/
www.pbisillinois.org                        http://nhcebis.seresc.net/behavior_education_program%28bep%29
                                            Research about PBIS efficacy
Evidence-based interventions                http://pbis.ocde.us/Articles___Research.htm
http://www.interventioncentral.org/home     http://flpbs.fmhi.usf.edu/pdfs/Evidence%20base%20for%20SWPBS%20.pdf
http://www.studentprogress.org/             http://www.pbis.org/research/default.aspx

                                                             Responding to CLD Hand-out
                                                          Culturally Responsive Schools and
                background             values      Positive Behavioral Interventions and Supports
                                                Gaston Weisz, Psy.D., Amanda Aniboli, Betyne Bordes

Ineffective or empirically unsupported practices
       Disproportionality in CSE referrals, punishment and exclusion practices
       Misinterpretation of culturally different styles of cognition, behavior or learning
       Over-reliance on punishment and exclusion
       Exclusionary practices (e.g., isolating, suspending, expelling students)
       Increased surveillance (security guards, metal detectors)
       Zero Tolerance
       Grade retention
       School to prison pipeline practices
       Institutional bias

Recommended practices or initiatives that can help
       PBIS
       Fill a Bucket Curriculum
       Judicious Discipline
       Restorative Justice
       Double-Check
       Self-evaluation of one’s own attitudes, background, ideology and response styles
       Professional development in cultural competence
       Collaborate with families
       Schools collaborating with Universities that emphasize faculty diversity (HBUC)

                                                             CLD Resources
    •   Cartledge, G., & Dukes, C. (2008). Disproportionality of African American children in special education: Definition and
        dimensions. Chapter 24, 383-398.
    •   Cousineau, M. (2010). Institutional racism and the school-to-prison pipeline.
    •   England, M., Robbins, S., Smith, B., & Weiss, B. Disciplinary disparities in American schools.
    •   Iselin, A. (2010). Research on School Suspension. North Carolina Family Impact Seminar Retrieved from:
    •   Leone, P. E., & Mayer, M. J. (2004). Safety, diversity, and disability: Goodness of fit and the complexities of the school
        environment. In M. J. Furlong, M. P. Bates, D. C.
    •   Smith, & P. M. Kingery (Eds.), Appraisal and prediction of school violence: Methods, issues, and contexts (pp. 135–163).
        Hauppauge, NY: Nova Science.
    •   Baskerville, L. Berger, L., & Smith, L. (2008). The role of historically black colleges and universities in faculty diversity.
        American Academic, 4, 11-31.
    •   Dusenbury, L., Falco, M., Lake, A., Brannigan, R., & Bosworth, K. (2009). Nine critical elements of promising violence
        prevention programs. Journal of School Health, 67, 409-414.
    •   Hershfeldt, P.A., Sechrest, R., Pell, K.L.,Rosenberg, M.S., Bradshaw, C.P., & Leaf, P.J. (2009). Double-check: A framework
        of cultural responsiveness applied to classroom behavior. TEACHING Exceptional Children Plus, 6, Retrieved from:
    •   Monroe, C. R. (2005). Why are Bad Boys always black? Causes of disproportionality in school disciple and
        recommendations for change. The Clearing House, 79, 45-50.
    •   Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender
        disproportionality in school punishment. The Urban Review, 34, 317-342.
    •   Steinberg, L. (2007). The Teenage Brain. Attachment, 1, 1-4.
    •   Wallace, J. M., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school
        discipline among U.S. high school students: 19912005. Negro Educ Rev, 59, 47-62.
    •   Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom
        management. Journal of Teacher Education, 55, 25- 38.

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