User:Jparada210/sandbox

Culturally responsive PBIS[edit]
Culturally responsive PBIS (CR-PBIS) is also a framework aimed at restructuring school culture much like PBIS. However, CR-PBIS emphasizes change through understanding and interacting with the community. PBIS is an implementation framework that is designed to enhance academic and social behavior outcomes for all students by (a) emphasizing the use of data for informing decisions about the selection, implementation, and progress monitoring of evidence-based behavioral practices; and (b) organizing resources and systems to improve durable implementation fidelity.

Over the past decade, school culture and climate has become an important factor for overall school success and student achievement. Creating a positive school climate is widely recognized as an essential part of promoting an effective learning environment. A positive school climate is one in which community members (i.e. students, staff, and families) feel safe and supported, experience connectedness, and share in the decision‐making process Providing an environment in which all cultures are acknowledged, respected, and celebrated is important in building the bridge between home culture and school culture. Historically, the traditional response to students’ problem behavior in schools was to only implement increasingly aversive consequences, which was ineffective in reducing problem behavior and in many cases exacerbated existing problems. In fact, research has documented that teachers who interact more positively with students have students who do better academically and socially.

To ensure all students succeed, an understanding of their various cultural beliefs and practices are a must. According to a research study conducted by the Department of Counseling and Psychological Services at Georgia State University, the study found that implementing PBIS school wide systems would lead to students feeling increased safety and support at school. When someone engages in culturally responsive practice, they are forming an understanding about the values, beliefs, and behaviors of other people than themselves. One must also consider the fact that PBIS can only work successfully if it is done with fidelity.

Background[edit]
PBIS is an acronym for positive behavioral intervention and supports. PBIS emphasizes the integrated use of classroom management and school-wide discipline strategies coupled with effective academic instruction to create a positive and safe school climate for all students. PBIS is based in a behaviorist psychology approach to improving student behavior, which means that teachers and students identify misbehavior, model appropriate behaviors, and provide clear consequences for behavior in the classroom context. In a PBIS model, schools must define, teach, and reinforce appropriate behaviors to ensure success. PBIS follows research showing that punishing students inconsistently without a positive alternative, is ineffective and only offers short-term solutions. Modeling and rewarding positive behaviors are more effective. The goal of PBIS is to establish a positive school climate. To do this, a continuum of behavior support has been established which can be applied at the school level (primary level), for small groups of students (secondary level), and for individual level (tertiary level). When PBIS is applied to the entire school, it is called schoolwide PBIS, or SWPBIS.

Core features[edit]
PBIS is a framework approach that helps schools to identify the key tasks in developing preventative positive behavior tailored to their own school. It is an approach defined by the following core design components.