TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 265 In theory and practice, PBIS should facilitate a school environment that is more likely to promote feelings of safety and positive relationships as well as more effective teaching and learning. Recent randomized, controlled studies of PBIS implementation in elementary schools demonstrated the im- proved use of PBIS practices were related to feelings of safety and reading assessment results (Horner et al., 2009). In addition, schools that undertook specific schoolwide trainings were more positive and friendly than schools that did not (Bradshaw, Koth, Thornton, & Leaf, 2009). At the same time, the overall success of PBIS programs has come into question with the continued problem of dispropor- tionality and perceived lack of cultural relevance. Culturally Responsive Positive Behavior Interventions and Supports Disproportionality The question remains how and whether PBIS programs provide the same level of success for students from different racial and ethnic backgrounds. Recent researchers examined the relationship between PBIS implementation and disproportionality in discipline referrals that resulted in school removal of students. In an examination of a national sample of 364 elementary and middle schools engaged in PBIS implementation for one year, Skiba et al. (2011) noted that in comparison to Caucasian peers, African American students were overrepresented in referrals to the office and Hispanic students were underrepresented in elementary and overrepresented in middle schools. In addition, both groups of students were more likely to be suspended for offenses than their Caucasian peers. Other researchers have noted PBIS may reduce overall problem behavior as measured by the total number of office discipline referrals (ODRs), but disparities in discipline for students from minority cultures continue (Kaufman et al., 2010). Vincent, Swain-Bradway, Tobin, and May (2011) noted that the discipline gaps between Caucasian and African American students were smaller in schools implementing PBIS than those not implementing PBIS. Integrating Culture in PBIS Programs Recent articles have focused on further defining the nature of culture within PBIS systems. Ac- cording to Fallon et al. (2012), “ culturally and contextually relevant is used to describe and consider the unique variables, characteristics, and learning histories of students, educators, families, and commu- nity members involved in the implementation of PBIS” (p. 210). Sugai, O’Keeffe, and Fallon (2011) examined this definition in the context of behavioral analytic theory, positing that cultural miscom- munications can occur when the behavior of one person (e.g., a teacher) serves as an antecedent for the behavior of another (e.g., a student). Individuals with different cultural learning histories may inter- pret the same behavior in different ways. For example, staff members may perceive walking as either strolling or strutting, which may be considered inappropriate in different classroom contexts. Fraczek (2010) found that without proper consideration of culture, PBIS programs could take a White approach, with teachers treating cultural differences among students as deficiencies rather than assets. Culture and context, then, must be considered when planning, developing and teaching important PBIS concepts. Sugai et al. (2011) provided specific suggestions across different elements in implemen- tation (e.g., provide opportunities for faculty to learn about cultural norms, develop lessons that are ap- propriate across cultural groups). Utley, Kozleski, Smith, and Draper (2002) recommended examining social behaviors from a cultural perspective (e.g., communication styles, interactional styles with adults, peers) within PBIS. Additional multicultural practices include the intentional engagement of families in the policies and expectations, particularly with diverse, urban youth. Bal, Thorius, and Kozleski (2012) extended these ideas with culturally responsive PBIS learning labs that include ongoing discussions of culture with a variety of school stakeholders (e.g., parents, staff, administration, students).