Culturally Responsive Behavioral Support: Implementation of a Learning Lab Intervention for Systemic Expansion in an Elementary School

• In Event: Poster Session 14
  In Poster Session: Poster Session on the Social Context of Research on Schools and Communities

Abstract

The proposed presentation includes the preliminary findings from an urban school where we implemented a statewide formative intervention within a systemic transformation framework (Author, 2011; 2012): Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS) between 2012-2013 and 2013-2014 school years. The ultimate aim of CRPBIS is to facilitate a culturally responsive and sustainable transformation to address disproportionality in behavioral outcomes within local schools. CRPBIS had two specific goals: (a) facilitate positive, inclusive, and democratic school cultures to address outcome disparities; and (b) inform and transform educational processes and practices (e.g., racialization of school discipline and exclusion of nondominant students, families, and communities from decision-making processes) that reproduce and maintain disproportionality in schools.

Authors

• Aydin Bal, University of Wisconsin - Madison

• Elizabeth B. Kozleski, The University of Kansas

• Kathleen King Thorius, Indiana University - IUPUI

• Alfredo J. Artiles, Arizona State University

• Esmeralda Meza Rodriguez, University of Wisconsin - Madison

• Hyejung Kim, University of Wisconsin-Madison

• Scott Pelton, University of Wisconsin - Madison