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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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12. Accomplishments and Directions for Future Actions, Research, and Policy




Positive Behavioral Interventions and Supports (PBIS) has received a lot of attention in the last few years due to the tremendous accomplishments that educators have achieved with this system over the past couple of decades. This attention is warranted, given the urgency of the need to assist students with their behavior in the classroom. Educators and school leaders who have bought into the concept of PBIS have been able to use it to cultivate a school climate and culture that is conducive for learning. Through the use of PBIS, teachers have been able to increase learning opportunities for students in a couple of ways. First, PBIS has given teachers the tools they need to help change the behavior of students so that the classroom climate and school culture reflect an atmosphere where cogent learning can take place (Bohanon et al., 2006). Second, through the utilization of PBIS, educators are often able to identify the students who are in need of additional learning assistance and make modifications to their instructional delivery (Lane, Wehby, Robertson, & Rogers, 2007). Throughout this book, we have touched on an array of topics regarding PBIS and how it has been used in schools to create authentic learning opportunities for all students.

The goal of this chapter is to take a critical look at PBIS from a leadership perspective—to consider how PBIS has been interpreted and implemented...

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