Embedding parental input in instruction of SWPBS behavioral expectations for African American students

Abstract

Schoolwide Positive Behavior Support, a framework for remediating and preventing student problem behaviors and supporting schools, has demonstrated a reduction in office disciplinary referrals (ODRs) among student groups. However, African American students are still overrepresented in ODRs. This study extended a prior study that explored parents’ perceptions of schoolwide expectations. The previous study resulted in the development of a social skill curriculum to embed parental input within the meaning of the expectations as one way to build cultural responsiveness. Specifically, authors aimed to examine the effects of the social skill curriculum on the nonadherence to classroom expectations of K-1 African American students’ using multiple-probes across participants design. Results indicated improved adherence to behavioral expectations across participants. Implications for research and practice are provided.

Keywords:

• African American students
• behavior support
• cultural responsiveness
• parental input
• schoolwide positive
• social skill instruction

Additional information

Notes on contributors

Ya-yu Lo

Dr. Ya-yu Lo is a Professor of Special Education at The University of North Carolina at Charlotte. She specializes in school-based multi-tiered interventions using applied behavior analytic approach for urban diverse learners with behavioral disorders

Lefki Kourea

Dr. Lefki Kourea is an academic faculty in Special Education/Applied Behavior Analysis in the School of Education at the University of Nicosia. She conducts applied experimental research and part of her work is to collaborate with educational stakeholders at the Ministry of Education and Culture on school discipline and academic failure.

Robai N. Werunga

Dr. Robai Werunga is an Assistant Professor of Special Education in the department of Curriculum and Instruction in the College of Education, University of Massachusetts, Lowell. Her research focus is in early academic and behavioral interventions through multi-tiered systems of support (MTSS). Dr. Werunga’ s target population is students with or at-risk for Emotional/Behavioral Disorders (EBD) and/or Learning Disabilities with a focus on culturally and linguistically diverse (CLD) learners

Tosha Lynn Owens

Dr. Tosha Owens is an assistant professor of Special Education at East Carolina University. Her research interests include increasing access to the general education setting for students with challenging behavior, culturally responsive behavioral support, reducing disproportionate discipline for minority students through positive behavioral interventions and support (PBIS), and integration of school-based mental health supports within a PBIS framework

Belva Collins

Dr. Belva C. Collins is Professor emeritus and former Chair of the Department of Special Education and Child Development at The University of North Carolina at Charlotte and Professor and Chair of the Department of Early Childhood, Special Education. She is also former Chair of the Department of Rehabilitation Counseling at the University of Kentucky. Her research interests include systematic instruction for students with moderate and severe disabilities, special education personnel preparation and teacher leadership, and inclusion of people with disabilities in their faith communities.