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Effective Education for All

Implementing Positive Behavior Support in Early Childhood Through High School


Chun Zhang, Carlos McCray and Su-Je Cho

Effective Education for All deals with cultural-linguistic diversity and how to work in classrooms with culturally and linguistically diverse (CLD) students. It is essential reading for teachers, administrators, parents of CLD students, and policy makers if we are to continue to see progress and success from our graduates. This book is both practical and helpful for educators and their schools in offering Positive Behavior Support (PBS), illustrating key steps in understanding the problem and research on cultural-linguistic diversity. The authors offer resources to help educators and their families to understand the failures and successes with these students within the context of their particular schools and communities. What works with one group and age cohort may change as students develop within local and regional contexts.
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6. Class-Wide Positive Behavioral Interventions and Supports in the Elementary School



American education guidelines are changing how schools respond to students with academic and behavioral difficulties. As a complement to such guidelines, Positive Behavioral Interventions and Supports (PBIS) provides educators with an effective means of addressing students’ behavior problems. Approximately 14,000 schools across the United States currently implement School-Wide PBIS (SWPBIS; see A growing body of evidence shows SWPBIS as highly effective and practical in both reducing problem behavior and increasing academic performance of primary and secondary school students (Bradshaw, Mitchell, & Leaf, 2010; Horner et al., 2009; Muscott, Mann, & LeBrun, 2008; Safran & Oswald, 2003).

Despite the increased implementation of SWPBIS, many teachers, especially teachers of students from culturally and linguistically diverse (CLD) backgrounds in urban schools, struggle with establishing effective classroom routines and structure. Without that routine and structure, success in managing challenging behaviors displayed by some students in their classrooms is hit or miss (Pavri, 2004). Research shows student behavior problems are more common in urban schools than in suburban or rural schools (Dunbar, 2004). A disproportionately high number of African American students experience office discipline referrals (e.g., Skiba et al., 2011), harsher punishments for behavioral violations (e.g., Skiba, Michael, Nardo, & Peterson, 2002), suspension and expulsion. These behavioral outcomes correlate to poorer academic outcomes. Urban schools often struggle with higher levels of violence, mobility, truancy, under-qualified staff, and staff turnover; thus, they may require ← 115 | 116 → intense levels of support...

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