Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial.
- Resource Type
- Academic Journal
- Authors
- McIntosh K; Special Education and Clinical Sciences, University of Oregon.; Girvan EJ; Special Education and Clinical Sciences, University of Oregon.; Fairbanks Falcon S; Special Education and Clinical Sciences, University of Oregon.; McDaniel SC; College of Education, University of Alabama.; Smolkowski K; Oregon Research Institute.; Bastable E; Special Education and Clinical Sciences, University of Oregon.; Santiago-Rosario MR; Special Education and Clinical Sciences, University of Oregon.; Izzard S; Special Education and Clinical Sciences, University of Oregon.; Austin SC; Special Education and Clinical Sciences, University of Oregon.; Nese RNT; Special Education and Clinical Sciences, University of Oregon.; Baldy TS; Colquitt County Schools.
- Source
- Publisher: APA Division 16 (School Psychology) Country of Publication: United States NLM ID: 101743576 Publication Model: Print Cited Medium: Internet ISSN: 2578-4226 (Electronic) Linking ISSN: 25784218 NLM ISO Abbreviation: Sch Psychol Subsets: MEDLINE
- Subject
- Language
- English
We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in school discipline decisions and providing professional development on adapting school-wide behavior systems to improve cultural responsiveness through concrete strategies targeting the patterns. After consent and matching on existing levels of racial inequities, half of the schools were randomly assigned to receive the intervention. Analyses showed that schools receiving the intervention had significant decreases in racial disparities in school discipline and rates of office discipline referrals (ODRs) for Black students, while control schools had minimal change. Results are discussed in terms of improving equity in school discipline within multitiered systems of support. (PsycInfo Database Record (c) 2021 APA, all rights reserved).