Abstract
Positive Behavioural Interventions and Supports (PBIS) is a prevention-oriented, data-driven, multi-tiered framework for providing a continuum of behavioural supports to enhance student and school outcomes. PBIS involves the application of increasingly intense tiers of support, based on student need. At Tier 1, a school identifies 3–5 positively worded behavioural expectations that are taught, modelled, practiced, reinforced, and prompted consistently school-wide with all students. At Tier 2, students at risk, or experiencing minimal behavioural concerns, are provided with low-intensity interventions (for example, small group support, mentoring) and their progress is monitored. Finally, at Tier 3, students who are exhibiting significant behavioural concerns, and those who have not sufficiently responded to Tier 1 and Tier 2 services, are provided with intensive supports, often including a functional behaviour assessment and individualized behaviour intervention plan. Research has shown PBIS to improve pro-social behaviour, school climate, and academic achievement, while also reducing discipline referrals, problem behaviour, and school exclusion. However, the effectiveness of PBIS across cultural settings depends on the degree to which PBIS is planned for and implemented in a culturally responsive manner. Although culturally responsive practices have certainly been included within the PBIS discourse, we argue that increased attention to this critical feature of PBIS is warranted. For example, it is important for schools to ensure that the Tier 1 PBIS expectations are developed with the local cultural context in mind, and are taught and reinforced in a culturally congruent way. Furthermore, schools should disaggregate their PBIS student data by student subgroups (such as, racial/ethnic, gender, economic), and analyze and address the causes of any disparities in outcomes. The chapter aims to: (a) describe the key features of PBIS, provide a rationale for its use in schools, and review research on its effectiveness, (b) highlight the importance of, and key considerations for, ensuring that PBIS is culturally-responsive, and (c) provide recommendations for implementing and evaluating a comprehensive and culturally-responsive PBIS framework.
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We would like to acknowledge Catlyn Waltemire, graduate assistant at Miami University, for her assistance editing this chapter.
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Noltemeyer, A., Harper, E.A., James, A.G. (2018). Culturally Responsive Positive Behavioural Interventions and Supports. In: Deb, S. (eds) Positive Schooling and Child Development. Springer, Singapore. https://doi.org/10.1007/978-981-13-0077-6_5
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