Embedding parental input in instruction of SWPBS behavioral expectations for African American students

Ya yu Lo, Lefki Kourea, Robai N. Werunga, Tosha Lynn Owens, Belva Collins

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Schoolwide Positive Behavior Support, a framework for remediating and preventing student problem behaviors and supporting schools, has demonstrated a reduction in office disciplinary referrals (ODRs) among student groups. However, African American students are still overrepresented in ODRs. This study extended a prior study that explored parents’ perceptions of schoolwide expectations. The previous study resulted in the development of a social skill curriculum to embed parental input within the meaning of the expectations as one way to build cultural responsiveness. Specifically, authors aimed to examine the effects of the social skill curriculum on the nonadherence to classroom expectations of K-1 African American students’ using multiple-probes across participants design. Results indicated improved adherence to behavioral expectations across participants. Implications for research and practice are provided.

    Original languageEnglish
    Pages (from-to)243-254
    Number of pages12
    JournalPreventing School Failure
    Volume65
    Issue number3
    DOIs
    Publication statusPublished - 2021

    Keywords

    • African American students
    • behavior support
    • cultural responsiveness
    • parental input
    • schoolwide positive
    • social skill instruction

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