TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 267 Figure 1 . Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices. Reprinted from “Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support,” by C. G. Vincent, C. Randall,, G. Cartledge, T. J. Tobin, and J. Swain-Bradway, 2011, Journal of Positive Behavior Interventions , 13 , 219–229. Copyright 2011 by Sage Publishing. Reprinted with permission. ing of history, culture and local context (Baum, MacDougall, & Smith, 2006). Thus, the article includes a description of PBIS planning and action stages along with the reflective process that was involved in culturally responsive PBIS implementation. Within the action research framework, data were used, including ODRs as a fidelity measure of PBIS. ODRs are a reliable and valid indicator of overall school climate levels (Irvin et al., 2006) and are commonly used in PBIS analysis. The PBIS Self-Assessment Survey (SAS) was used for initial and annual assessment of implementation quality of behavior support systems in the school. This online survey, completed by a cross-section of school staff, examines the “current status” and “need for improvement” of four behavior support systems: (a) schoolwide discipline systems, (b) non- classroom management systems (e.g., cafeteria, hallway, playground), (c) classroom management systems, and (d) systems for individual students engaging in chronic problem behaviors. Results give an overall implementation level as it pertains to PBIS, with 80% indicating full implementation (Sugai, Horner, Lewis-Palmer, & Todd, 2005). Cultural Validity EVIDENCE-BASED PRACTICES Supporting Staff Behavior Supporting Decision Making Social Competence & Academic Achievement Cultural Equity Cultural Knowledge and Self-Awareness Cultural Relevance and Validation Supporting Student Behavior OUTCOMES