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Effective Education for All
Implementing Positive Behavior Support in Early Childhood Through High School
Series:
Edited By 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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- ISBN:
- 978-1-4541-8982-4
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- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2014. 271 pp.
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- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- Acknowledgments
- Organization of the Book
- References
- Mapping It Out
- Social Cultural Factors to Consider in Service to CLD Students with Special Needs
- Meeting the Needs of CLD Students with Special Needs
- Significant Events
- Community of Practice
- Sharing a Classroom Story
- Conclusion
- References
- Two Sides of the Same Coin
- Lack of Social-Emotional Competence and Effects on School Success
- Individual Factors of Social and Emotional Development in CLD Children
- Cognition
- Language
- Temperament
- Behaviors
- Environmental Factors Contributing to Social and Emotional Development in CLD Children
- Poverty and Neighborhood Community Characteristics
- Parenting Styles
- Acculturation Level of the Family
- Cultural Values
- Teachers’ Expectations
- Conclusion
- References
- School Factors
- Teacher Factors
- Family and Community Factors
- School-Wide Agreements
- School-Wide Teaming
- Professional Development
- Resources
- Partnership with Families and Community Members
- Data-based Decision Making
- Conclusion
- References
- Current Status of Diversity in Schools
- Achievement Gap and Discipline Gap
- The Role of Cultural Competence in Working with Minority Students
- Understanding Young Children’s Challenging Behaviors
- Positive Behavioral Interventions and Supports: A Promising Model
- PBIS and Its Implementation in Early Childhood
- The Pyramid Model
- Consideration of Cultural and Linguistic Relevance in SWPBIS Implementation
- Conclusion
- References
- Developing a PBIS Team
- Indirect Assessment—Record Review and Interview
- Direct Assessment—Observation
- Summarizing the FBA Results.
- Collection of Information About the Classroom and Home
- Testing Hypotheses
- Linking the FBA Results to the PBIS Plan
- Development of Behavioral Goals
- Developing Function-Based, Multi-Component Interventions
- Developing a Plan with Contextual Fit
- Selecting Effective Intervention Strategies
- Monitoring Child Progress
- Developing a Fidelity Monitoring Tool
- Coaching and Feedback
- Leadership Team
- Administrative Support
- Access to Consultation
- Conclusions
- References
- Classroom Ecology
- Classroom Rules
- Positive Interaction
- Classroom Reward Systems
- Curriculum and Instruction
- Check In/Check Out (CICO)
- Social Skills Instruction
- Function-Based Intervention
- Classroom Assessments
- Class-Wide Consultation
- Supporting Students with CLD Backgrounds
- Conclusion
- References
- Legal Basis for Tiered Intervention Models in Special Education
- Positive Behavioral Interventions and Supports (PBIS)
- Culturally Responsive Positive Behavioral Interventions and Supports
- Avoiding “Old” Mistakes: A Critical Look at the Future
- Conclusion
- References
- Integrating Positive Behavior Support
- School-Wide Positive Behavioral Intervention and Support
- The Importance of Connecting Culture
- The Socio-Cultural Justice Framework for Practice in Secondary Schools
- Flexible Relationships
- Holistic Uniqueness
- Moral Language
- Conclusion
- References
- Keys to Reducing and Preventing Problematic Behavior
- Keys to Building Students’ Academic and Social Skills
- Keys to Increasing Instructional Capacity
- Contextual Considerations for SWPBS at the Middle and High School Levels
- Culture and SWPBS
- Conclusion
- References
- Early Childhood Through Elementary Grade Levels
- Middle Grade Level
- High School Level
- Discussion and Implications
- Conclusion
- References
- Terms and Definitions
- A Complex Challenge
- Building a Foundation for Culturally Responsive Schools and Programs
- The Role of Educators and Leaders
- Embarking on a Journey Toward Cultural and Linguistic Competence
- Resources for Instruction and Assessment Practices with DLLs
- References
- Introduction
- Eradication of Exclusionary Punishment
- Strategy 1: Setting the Course
- Strategy 2: Building People Up
- Strategy 3: Cultivating a Collaborative Environment
- Strategy 4: Staffing
- Conclusion
- References
- References
- About the Authors
- Index
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8. Promoting Socio-Cultural Justice for Culturally and Linguistically Diverse Secondary School Students
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Extract
FLOYD D. BEACHUM AND GINA L. GULLO
There never was in the world two opinions alike, no more than two hairs or two grains; the most universal quality is diversity.
— Michel Eyquem
You are not authenticated to view the full text of this chapter or article.
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Or login to access all content.- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- Acknowledgments
- Organization of the Book
- References
- Mapping It Out
- Social Cultural Factors to Consider in Service to CLD Students with Special Needs
- Meeting the Needs of CLD Students with Special Needs
- Significant Events
- Community of Practice
- Sharing a Classroom Story
- Conclusion
- References
- Two Sides of the Same Coin
- Lack of Social-Emotional Competence and Effects on School Success
- Individual Factors of Social and Emotional Development in CLD Children
- Cognition
- Language
- Temperament
- Behaviors
- Environmental Factors Contributing to Social and Emotional Development in CLD Children
- Poverty and Neighborhood Community Characteristics
- Parenting Styles
- Acculturation Level of the Family
- Cultural Values
- Teachers’ Expectations
- Conclusion
- References
- School Factors
- Teacher Factors
- Family and Community Factors
- School-Wide Agreements
- School-Wide Teaming
- Professional Development
- Resources
- Partnership with Families and Community Members
- Data-based Decision Making
- Conclusion
- References
- Current Status of Diversity in Schools
- Achievement Gap and Discipline Gap
- The Role of Cultural Competence in Working with Minority Students
- Understanding Young Children’s Challenging Behaviors
- Positive Behavioral Interventions and Supports: A Promising Model
- PBIS and Its Implementation in Early Childhood
- The Pyramid Model
- Consideration of Cultural and Linguistic Relevance in SWPBIS Implementation
- Conclusion
- References
- Developing a PBIS Team
- Indirect Assessment—Record Review and Interview
- Direct Assessment—Observation
- Summarizing the FBA Results.
- Collection of Information About the Classroom and Home
- Testing Hypotheses
- Linking the FBA Results to the PBIS Plan
- Development of Behavioral Goals
- Developing Function-Based, Multi-Component Interventions
- Developing a Plan with Contextual Fit
- Selecting Effective Intervention Strategies
- Monitoring Child Progress
- Developing a Fidelity Monitoring Tool
- Coaching and Feedback
- Leadership Team
- Administrative Support
- Access to Consultation
- Conclusions
- References
- Classroom Ecology
- Classroom Rules
- Positive Interaction
- Classroom Reward Systems
- Curriculum and Instruction
- Check In/Check Out (CICO)
- Social Skills Instruction
- Function-Based Intervention
- Classroom Assessments
- Class-Wide Consultation
- Supporting Students with CLD Backgrounds
- Conclusion
- References
- Legal Basis for Tiered Intervention Models in Special Education
- Positive Behavioral Interventions and Supports (PBIS)
- Culturally Responsive Positive Behavioral Interventions and Supports
- Avoiding “Old” Mistakes: A Critical Look at the Future
- Conclusion
- References
- Integrating Positive Behavior Support
- School-Wide Positive Behavioral Intervention and Support
- The Importance of Connecting Culture
- The Socio-Cultural Justice Framework for Practice in Secondary Schools
- Flexible Relationships
- Holistic Uniqueness
- Moral Language
- Conclusion
- References
- Keys to Reducing and Preventing Problematic Behavior
- Keys to Building Students’ Academic and Social Skills
- Keys to Increasing Instructional Capacity
- Contextual Considerations for SWPBS at the Middle and High School Levels
- Culture and SWPBS
- Conclusion
- References
- Early Childhood Through Elementary Grade Levels
- Middle Grade Level
- High School Level
- Discussion and Implications
- Conclusion
- References
- Terms and Definitions
- A Complex Challenge
- Building a Foundation for Culturally Responsive Schools and Programs
- The Role of Educators and Leaders
- Embarking on a Journey Toward Cultural and Linguistic Competence
- Resources for Instruction and Assessment Practices with DLLs
- References
- Introduction
- Eradication of Exclusionary Punishment
- Strategy 1: Setting the Course
- Strategy 2: Building People Up
- Strategy 3: Cultivating a Collaborative Environment
- Strategy 4: Staffing
- Conclusion
- References
- References
- About the Authors
- Index