Implementation of Culturally Relevant School-Wide Positive Behavior Support

Autor/inn/en	McGoey, Kara E.; Munro, Avi Baron; McCobin, Allison; Miller, Alison
Titel	Implementation of Culturally Relevant School-Wide Positive Behavior Support
Quelle	In: School Psychology Forum, 10 (2016) 2, S.134-141 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Positive Behavior Supports; Cultural Relevance; Educational Environment; Student Behavior; Ethnic Groups; Cultural Influences; Urban Schools; Jews; Day Schools; Elementary School Students; Middle School Students; Program Effectiveness; Behavior Modification; Discipline; Referral + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Ethnie; Cultural influence; Kultureinfluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Jew; Jude; Jüdin; Juden; Day school; Halbtagsschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Behaviour modification; Verhaltensänderung; Disziplin
Abstract	School-wide positive behavioral support (SWPBS) is an evidence-based strategy to alter the school environment by improving procedures to promote appropriate behaviors of all students. Although research has indicated that SWPBS is an empirically supported and effective intervention in reducing disruptive behaviors in most students, results have found that it is not as effective in students from historically disadvantaged racial and ethnic groups. Therefore, it is important that SWPBS be culturally responsive to the ethnic groups served at the school. Cultural responsiveness refers to using the knowledge of that culture or performance styles of ethnically diverse students to make learning more relevant and effective. The purpose of this article is to describe the details, implementation, and results of the first 5 years of the Mensch Project, a culturally responsive SWPBS implemented in an urban Jewish community day school. Cultural adaptations were successful in providing a structured social-emotional support system for the school. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01