TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 264 selor Association (ASCA; 2014) and cited as evidence-based practices that have potential in closing the achievement gap (Benner, Kutash, Nelson, & Fisher, 2013). Recent research has focused on how to implement PBIS in culturally responsive ways (Bal, Kozleski, Schrader, Rodriguez, & Pelton, 2014; Greflund, McIntosh, Mercer, & May, 2014) to better impact disproportionality in discipline outcomes that exist in schools today. School counselors with extensive training in data-informed student intervention and school-level systemic change can play integral roles in PBIS implementation and can serve as leaders in the pro- cess (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014; Goodman-Scott, 2014). Goodman-Scott, Betters-Bubon, and Donohue (2015) noted that PBIS programs can be inte- grated with comprehensive school counseling programs to enhance the role of the school counselor and better improve student outcomes. With knowledge of cultural diversity (Schulz, Hurt, & Lindo, 2014) and data-focused interventions to close the achievement gap (Hatch, 2013), school counselors are poised to ensure that these programs are implemented in ways that combat disproportionality. While literature exists on culturally responsive PBIS (Fallon, O’Keeffe, & Sugai, 2012) and the school counselor’s role in PBIS (Goodman-Scott, 2014), there does not exist research examining the school counselor’s role implementing culturally responsive PBIS programs, despite their role as multicultur- ally competent advocates for student equity. This article extends existing research on culturally responsive PBIS by examining longitudinal data from one elementary school that intentionally en- gaged in culturally responsive practices within PBIS implementation, highlighting the leadership role of the school counselor. To better understand these potential relationships, we will first provide an overview of PBIS. Second, we will provide an overview of research linking PBIS to culturally re- sponsive practice, focusing on how PBIS can combat disproportionality. Finally, we describe the case study in light of Vincent, Randall, Cartledge, Tobin and Swain-Bradway’s (2011) paper that outlines the main tenets of effective culturally responsive PBIS implementation. Positive Behavior Interventions and Supports (PBIS) PBIS is an educational program initiative that has great promise in helping schools promote posi- tive behavior and engaged students. Grounded in the theory of applied behavior analysis, PBIS in- cludes the application of a tiered system of support to change and improve behavior among students (Sugai & Horner, 2006). At the primary level (Tier 1) is the establishment of preventative systems of support, including the formation of schoolwide expectations and monitoring student behavioral data. The secondary level (Tier 2) includes the use of systematic and intensive behavior strategies for at- risk students, while the tertiary level (Tier 3) incorporates wraparound interventions for youth and families in crisis. At all levels of implementation, PBIS includes the use of evidence-based behavioral practices and formal and ongoing data-based decision making within schools (Sugai & Horner, 2006). Next, PBIS includes a focus on four key elements: outcomes, practices, systems and data use (Horner, Sugai, Todd, & Lewis-Palmer, 2005). Student outcomes are at the foundation of any PBIS program, including behavior and academic success for students within a safe school environment. Practices include the use of evidence-based curricula, instructional practices, rewards, and contingen- cies that ultimately impact both teacher instruction and student behavior. Systems include an em- phasis on sustained school change, including staffing, policy and training that impact how and what is done in any given school. Finally, data focuses on the continued use of school data to monitor pro- gram effectiveness. Data often used within PBIS studies includes academic achievement, school safety and behavioral indicators. Members of the PBIS team regularly analyze this data, which also is used to make subsequent decisions regarding both system and practice change.