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Culture and PBIS

Culture and PBIS. Tonya Brooks-Brewster, Ed.D. Purpose . To understand how creating a culturally responsive classroom and school setting is important to the implementation of SWPBIS. What is Culture? .

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Culture and PBIS

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  1. Culture and PBIS Tonya Brooks-Brewster, Ed.D.

  2. Purpose • To understand how creating a culturally responsive classroom and school setting is important to the implementation of SWPBIS. Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  3. What is Culture? • “Culture is the extent to which a group of individuals engage in overt and verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.” (Sugai, Fallon, O’Keefe, 2011). Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  4. Culture includes • SES • Gender • Sexual Orientation • Disability • Racial Identity • Nationality • Religion • And other within group differences Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  5. The trend in school discipline • In an effort to address violence in the schools, “get tough” measures were developed which set strict rules for unacceptable behaviors and delivered harsh punishments despite its ineffectiveness. • Schools also adopted “zero tolerance” policies that resulted in expulsion. • These policies have very little impact on improving student behavior (Skiba & Peterson, 2000). • These policies have a negative impact on student outcomes and are not supported by American Psychological Association (APA, 2008); American Bar Association (ABA, 2001); and National Association of School Psychologist (NASP, 2001). Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  6. What we know about culture and behavior • Disproportionate number of office disciplinary referrals and out of school suspensions for African American and Latino students. (Skiba, Michael, Nardo, & Peterson, 2002; Skiba et al., 2011) • These discrepancies are not due to higher rates of disruptive behaviors by African American students (Skiba, Michael Nardo, & Peterson, 2002). • These discrepancies continue to exist even after controlling for poverty (Skiba et al., 2002; Wallace, Goodkind, Wallace, & Bachman, 2008) • Exclusionary practices negatively impact students with special needs (NASP, 2001) Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  7. Possible Causes • Cultural Mismatch and Racial Stereotyping (Townsend, 2000;Vavrus & Cole, 2002) • Overall lack of cultural knowledge and awareness. • Possible ineffective development and implementation of behavioral strategies for students with special needs Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  8. Benefits of utilizing SWBPIS • Cultural responsiveness can be easily integrated within the program • Focuses on teaching behavioral expectations • Expected student behavior is positively reinforced which is essential for developing trust and relationship building • Support is based on the emotional and behavioral needs of the students • Intervention programs can be specifically designed based upon data collected. Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  9. Cultural Relevance & PBIS • According to Sugai, Fallon & O’Keefe (2012) • Adopt perspective that student’s behavior is culturally and contextually learned • Self-assess cultural and contextual features and implications • Consider the students’ cultures at all tiers • Use parents or other significant figure as a valuable resource Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  10. Recommendations • Invest in professional development focused on culturally responsive practices and cultural awareness. • Collect frequent data to determine disproportionality of any cultural group. • Collect data regarding teacher referrals of the overrepresented subgroup. Provide additional support to teacher. • Use interventions known be effective with particular cultural groups. • Utilize behavioral strategies to support teacher’s ability to increase positive interactions. Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  11. Suggestions for Tier 1 • Value and respect for individual differences. • Teaching styles that match learning styles of individual and cultural groups • Students learn about the contributions of diverse groups within curriculum • Develop behavioral expectations that reflect values of local culture • Modeling of respect regardless of challenging behavior Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

  12. Suggestions for Tier 2 and 3 • Involve cultural groups in mentoring programs • Churches • Community programsand organizations • Include cultural information within reinforcement system • Rewards “bucks” that include information regarding cultural figure or other people who have overcome obstacles despite circumstances. • Use interventions that have evidence supporting their effectiveness with intended population • Include family and other significant figures in intervention while being consistent with their values and cultural heritage. Culture and SWPBIS-Tonya Brooks-Brewster, Ed.D.

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