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.

摘要

学校范围内的积极行为支持，一种补救和预防学生问题行为并为学校提供支持的框架，已证明学生群体中办公室纪律转介（ODR）有所减少。但是，非裔美国学生在ODR中的人数仍然过多。这项研究扩展了先前的研究，该研究探讨了父母对学校期望的看法。先前的研究导致了社交技能课程的开发，以将父母的意见嵌入期望的含义中，以此作为建立文化响应能力的一种方法。具体而言，作者旨在研究社交技能课程对K-1非裔美国学生在跨参与者设计中使用多探针的不遵守课堂期望的影响。结果表明，参与者对行为期望的遵守程度有所提高。提供了对研究和实践的启示。