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Effective Education for All

Implementing Positive Behavior Support in Early Childhood Through High School


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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9. A School-Wide Positive Behavior Support Model in Middle and High School



Teachers often find themselves in the undesirable and precarious position of having to address problematic student behaviors (Gibson, 2013). School violence and lack of administrative response are the reasons many teachers have given for leaving their school or even the teaching profession as a whole (Smith & Smith, 2006). While there have indeed been instances of teachers “crying wolf” or magnifying minor offenses, the fact is that many teachers are faced with behavioral issues that they are not adequately trained to handle (Obiakor, 2004). Conversely, many students find themselves in schools where they would like to see (a) more structure, (b) adults showing them there are boundaries, and (c) adults demonstrating care for students by stopping and correctly addressing self-destructive behavior. Across many school districts, the focus is on exerting control and enforcing draconian disciplinary methods that ultimately cause students more harm than good. There is an overreliance on ineffective measures that simply punish and remove students from the learning environment, instead of teaching them appropriate replacement behaviors (Sugai & Horner, 2008). For example, the American Psychological Association has investigated the use of zero tolerance and found that it has not yielded the expected results in curtailing school violence (2008); yet it remains a widely adopted policy. Sanctioned methods of punishment have often resulted in the prejudicial treatment of students from culturally and linguistically diverse (CLD) backgrounds (Losen & Gillespie, 2012). Furthermore, students who are the most vulnerable and...

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