Positive Behavior Supports and Culturally Responsive Practices
Date of Award
Fall 12-18-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Marci Glessner, Shirley Johnson
Keywords
Positive Behavior Supports, Culturally Responsive Practices, Behavior, Culturally Responsive Teaching
Abstract
With the increase of English Language Learners and culturally diverse students in our schools, it is crucial to have Positive Behavioral Systems and Supports that are culturally responsive to ensure success for all students. In order for students to succeed academically, they first must feel safe and seen in the classroom. Using culturally responsive practices in a positive behavior system will help to increase equity for diverse learners.
Students from diverse backgrounds are disproportionately represented in disciplinary referrals within a positive behavior system. Culturally responsive behavior supports, when implemented with fidelity, can be effective in decreasing this number of disciplinary referrals of culturally diverse students while increasing academic engagement. The implementation of culturally responsive positive behavior supports requires careful attention to student needs, explicit expectations, school-wide commitment, and data collection. In order for teachers to be able to have a classroom that is culturally responsive, they need to first engage in discussions about diversity and culture while reflecting on their current practices.
Recommended Citation
Lepp, Camille, "Positive Behavior Supports and Culturally Responsive Practices" (2020). Dissertations, Theses, and Projects. 423.
https://red.mnstate.edu/thesis/423