Culturally Relevancy in Positive Behavioral Interventions & Support (PBIS)

Latia White, M.S. Kathy B. Ewoldt, Ph.D.

Grand Canyon University University of Nevada, Las Vegas

Introduction Methods
Implications for Higher Education School-wide Positive Behavioral Interventions and Supports (PBIS) is Selective literature review; thematic analysis, actionable
Build cultural competencies a systems approach within schools to build and establish the social item identification.
and behavioral supports needed by all children for behavioral and
Results (See Table Below)
Knowledge & Understanding academic success (Horner, Sugai, & Lewis, 2015). Despite the
promises of the benefits of PBIS for all children, students from • Horizontal alignment of system and classroom
Diversity & multiculturalism
culturally and linguistically diverse backgrounds continue to receive practices
Identity formation discipline more often and severely (Bal, Afacan, & Cakir, 2018; Skiba • System practices include: PBIS, cultural relevancy, &
Impact of identity on attitude & behavior et al., 2014, U.S. Department of Education, Institute, 2016). There is system activities
Multidisciplinary appreciation for diversity and little evidence that PBIS has an impact supporting the reduction of
• Classroom practices include: High-Leverage practices,
origins of American society disproportionality in school discipline (Bal et al., 2018; Kramarczuk
Voulgarides, Fergus, & King Thorius, 2017; Sugai, O’Keeffe, & Fallon, teacher activities, & culturally responsive pedagogy
Cross-cultural commonalities & differences
2012; Vincent, Randall, Cartledge, Tobin, & Swain-Bradway, 2011). In • PBIS, cultural relevancy, & system activities align to
order to support the needs of culturally and linguistically diverse High-Leverage practices, teacher activities, & culturally
Skills students, it has been recommended that cultural responsiveness be responsive pedagogy
Cross-cultural conflict resolution integrated within PBIS frameworks (Kramarczuk Voulgarides et al., • Implications for teacher educators:
Problem solving 2017; Parsons, 2017; Sugai et al., 2012; Vincent et al., 2011). This
presentation contains actionable steps educators can take to
• Build cultural competencies
Discourse between varying ideas, voices, &
incorporate cultural responsiveness into their PBIS schools and • Systematically evaluate programs and coursework
experiences
classrooms. Adapted from Ratts, Singh, Nassar-
Continuous learning & development McMillan, Butler, & McCullough, 2015

PBIS Culturally Relevancy Within PBIS System Activities High-Leverage Practices Teacher Activities Culturally Responsive Pedagogy
*Treat families with dignity and respect, *Gain an understanding of knowledge,
Transformation communication styles, and SES and level
*Enhance staff members’ cultural honor cultural diversity, affirm family
Active involvement to promote cross-cultural knowledge strengths
authority among students and within their
HLP 3-Collaborate with families to cultural groups.
equity between groups with varying ideas and *Enhance staff members’ cultural support student learning and secure *Communicate effectively with families *Deconstruct and reconstruct ones thinking to
awareness taking into consideration backgrounds, examine own biases and stereotypes
experiences. Common and positive school culture
*Validate other people’s cultures
needed services
culture, language and family priorities *Establish meaningful connections with students
Include and promote multiple perspectives from clearly defined and consistent Supporting Staff behaviors *Acknowledge cultural backgrounds of students
*Establish cultural validity in which *Build partnerships that foster parent
acknowledgement of appropriate Supporting Student behavior HLP5-Interpret and communicate instead of being colorblind
aligned to cultural composition of audience. appropriate behaviors defined to minimize empowerment *Find culturally relevant materials for academic
behaviors. teacher judgement assessment information with *Use Parent/School liaisons and social skills instruction
(Ratts, Singh, Nasar-McMillan, Butler, & McCullough, *Emphasize cultural equity in which stakeholders to collaboratively design *Build equity and trust through culturally *Clearly define subjective judgements such as
2014; URI, 2010)
differences acknowledged and and implement educational programs. relevant support and training disrespect, insubordination, and defiance
through a culturally cognizant lens
accommodated *Respect parent’s preferred
*Provide opportunities for students to find
Critical Programmatic Questions communication style. relevant connections among themselves in the
*Support staff within the referral process to behavioral and academic standards of school
1. What programmatic analysis and evaluation *Consider a behavioral problem not only within
aid reduction of subjective referrals
systems are in place to ensure special *Advocate for culturally relevant content the student but also within the setting and
*Enhance staff members cultural potential lack of social skills instruction
during instruction
education teacher knowledge, skills, and knowledge to gain understanding of
*Value ethnic, cultural, linguistic *Create lessons that build on student’s prior
students’ language, communication styles, knowledge, interest, motivation and home
transformation relative to culturally responsive socioeconomic status and level of HLP7-Establish a consistent, diversity language
*Promote student establishment of
pedagogy? Proactive teaching of what constitutes
authority organized and respectful learning
classroom norms
*Ongoing progress monitoring of academic and
behavioral interventions and outcomes
*Engage in a process of building self- environment
appropriate behavior and Supporting Staff Behaviors *Explicitly teach classroom expectations *Reflect on and be critical of own teaching
awareness of biases, stereotypes, and beliefs and behaviors.
inappropriate behaviors with kindness and respect

CLASSROOM
views of status quo HLP 18-Use Strategies to promote *Overcome colorblind ideology
2. How do the objectives of this course build *Allow multiple opportunities to respond *Engage in critical conversations about racial
SYSTEM

*Engage in discourse around culturally
capacity for multicultural perspective and responsiveness, equity, and fairness
diversity in education transformation? *Have an understanding of students’
circumstances, not as an excuse but to
identify reasons for misbehavior and assist
with planning
3. How does multicultural perspective and
diversity in education transformation extend
and align across courses?
*Establish cultural validity in which
appropriate behaviors are defined to
minimize teacher judgement
*Behavioral data aggregated by race and
ethnicity
Continuous collection of data Supporting Decision Making
*Implement a plan of action that gives
consideration to students’ circumstances
for the purpose of identifying core reasons
for misbehavior.
*Solve problems with dignity and respect
active student engagement
HLP 4-Use Multiple sources of
information to develop a
comprehensive understanding of a
student’s strengths and needs
HLP 5-Interpret and communicate
assessment information with
stakeholders collaboratively design
and implement educational program.
during content acquisition and fluency and culturally diverse dilemmas in education
building *Create a psychologically safe classroom
environment
*Promote multiple opportunities for
*Clearly and explicitly state expectations,
practice of skills accepting no excuses, immediately deal with
inappropriate behaviors
*Understand cultural communication styles and
communication patterns
*Choose assessments sensitive to *Build trust with students and parents
*Become culturally literate
language and cultural diversity *Apply effective feedback with sensitivity
*Understand influence of context, culture, *Analyze instructional materials for bias,
language, and poverty on student supplement with culturally relevant materials
assessment performance that reflect students
*Consider background and culture to *Establish positive home-school relations
respectfully discuss assessment findings *Create a culture of respect in which all
members of the class treated with dignity,
with families and other stakeholders
fairness and respect
*Develop and continually revise *Feedback should be authentic and positive.
comprehensive learner profiles with data *Corrective feedback should be given with tact
from a variety of sources, including and respect.
parents, *Offer multiple opportunities for families to be
*Closely gauge parents understanding of involved in classroom
*Provide students the opportunity to interact with
assessment data
all members of the class to increase their
*Value parental input as expertise experiences with people from a variety of
*Provide parents with relevant cultural and linguistic backgrounds
assessment results prior to meeting *Specifically and explicitly teach rules and
*Ensure all team members present data expectations of class and non-class settings
as comprehensively inputs of parents and *Individually tailor corrective action, a one size
advocate/mediate non-instances fits all approach may not work