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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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10. Common and Unique Themes of Positive Behavioral Interventions and Supports Across Grade/Age Levels


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10. Common and Unique Themes of Positive Behavior Interventions and Supports Across Grade/Age Levels


Positive Behavioral Interventions and Supports (PBIS) has received a tremendous amount of attention from scholars since its inception in the 1990s. In light of this increased interest, some researchers (Filter, Tincani, & Fung, 2009) have asked whether PBIS has helped with regard to the myriad behavioral issues some students bring to the educative process. Unfortunately, many students continue to display disruptive behavior, which has the potential to completely shut down a classroom and prevent other students from learning (Duran, Zhou, Frew, Kwok, & Benz, 2011; Goh & Bambara, 2012). Beachum and McCray (2011) proposed the theory of cultural collision and collusion as one of the main antecedents to “disruptive behavior” in culturally and linguistically diverse student populations. According to their theory, in many instances there is a mismatch of cultures between student and educator. As a result, many educators are not adequately prepared to deal with the behavior of students whose culture is completely different from their own. This is cultural collision. The notion of cultural collusion is the corollary of cultural collision. Because of the cultural clash that occurs between culturally and linguistically diverse (CLD) students and teachers, students can become aware of the deficit thinking of educators and begin to act out even more as a result of feelings of inadequacy.

Beachum and McCray’s theory...

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