TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 266 The few studies that have examined outcomes of culturally responsive PBIS programs demonstrate potential positive outcomes. Greflund et al. (2014) found no disproportionality for Aboriginal students in a diverse sample of K–8 students from British Columbia, due in part to the incorporation of Aboriginal values, language and voice in PBIS implementation (McIntosh, Moniz, Craft, Golby, & Steinwand-Deschambeault, 2014). Citing data from a number of schools in Illinois, Eber, Upreti, and Rose (2010) noted that engaging in difficult conversations and building relationships between students and staff, along with integrating data-based decision-making into the fabric of school discipline, led to positive outcomes for ethnic minority youth. Vincent, Randall, et al. (2011) situate the integration of cultural responsiveness within key features of PBIS implementation, including data, practices, systems and outcomes (Figure 1). Only through culturally responsive practices and conversations can PBIS achieve intended outcomes. For example, while PBIS proposes that behavioral expectations are taught in an effort to increase behavioral suc- cess for all students, in a diverse school setting, these expectations would need to be taught in ways reflective of the cultural backgrounds of students. This case study will explore ways in which PBIS programs can include intentional integration of culturally responsive practices. Case Study Due to the lack of research in culturally responsive PBIS, this case study provides a model of cul- turally responsive practices within PBIS implementation. It situates PBIS implementation within the conceptual model of Vincent, Randall, et al. (2011), who suggest culturally responsive approaches serve as mediators between PBIS programs and desired outcomes (Figure 1). Specifically, cultur- ally relevant PBIS programs will include systems emphasizing staff cultural knowledge and self- awareness, outcomes focusing on cultural equity, and data use that supports culturally valid decision making along with practices grounded in cultural validation and support (Figure 1). For example, to support culturally relevant staff behavior, schools must provide opportunities for staff to explore their own cultural awareness. Likewise, use of evidence-based practices must be grounded in knowl- edge and understanding of student cultural identities. Following a brief overview of the general PBIS implementation process, we outline specific culturally responsive practices as outlined by Vincent, Randall, et al. (2011). Setting and Participants This case study focuses on one elementary school (grades K–5) located in a suburb of a mid-sized Midwestern town from 2009–2014. The suburb had a population of approximately 10,000 residents. Median household income in 2009 was $75,000. The school district had approximately 4,900 students drawn from the suburb itself and a suburb located 10 miles away. The target school, one of 11 in the district, had an enrollment of approximately 500 students. A substantial shift in student population occurred during the first year of implementation due to redistricting. A population of approximately 130 Spanish-speaking bilingual students was transferred to the school in 2008, shifting the student demographics to 60% Caucasian, 28% Hispanic, 9% African American and 2% Asian American. Approximately 40% of students received free and reduced lunch at the time of observance. Procedures Given that the first author was engaged in PBIS implementation first as a school counselor and lat- er as a consultant while the other authors are currently engaged in PBIS implementation, this article uses a participatory action research framework (Reason & Bradbury, 2008). Action research includes a planning and reflective process that is linked to action, all of which are influenced by an understand-