Exploring the effects of positive behavioral supports on disciplinary practices in schools and it's potential to mitigate disproportionality in disciplinary outcomes for African American students
2016
- 446Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage446
- Downloads306
- Abstract Views140
Thesis / Dissertation Description
Disproportionality in special education and school discipline in the U.S. Education system has been a crucial and complex issue. Research has shown that evidence-based interventions that lie within the positive behavioral interventions and supports (PBIS) framework has been effective in improving educational outcomes for all students. In this study, the author investigated the impact of the School-Wide Benchmarks of Quality, a PBIS fidelity measure, on student disciplinary outcomes. 380 schools presented four years of disciplinary outcome data. Results showed that the PBIS fidelity measure had a modest effect on the overall student disciplinary outcomes but did not address the disproportionate representation of African Americans. Observations of the effects of PBIS on African American student outcomes without the fidelity measure showed similar results. Per the results of this study, PBIS is an important strategy for reducing school disciplinary actions but has not address disproportionality in African American student disciplinary outcomes.
Bibliographic Details
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