town hall culture, disability, & behavior: let’s have conversation george sugai, lindsay...
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Town HallCulture, Disability, & Behavior:
Let’s Have ConversationGeorge Sugai, Lindsay Fallon & Breda O’Keefe
University of ConnecticutCenter on Positive Behavioral Interventions & Supports
Center for Behavioral Education & ResearchApril 26 2011
www.pbis.org www.cber.org
“Culture, Disability, & PBIS: Let’s Have Conversation”
Culture is often central in discussions related to diversity, school discipline, academic achievement, & disability. However, education community struggles with conceptualization of culture that enhances our understanding of culture, enables effective communications & expressions of our unique experiences, & leads toward meaningful benefits for all students. In this town hall meeting, reconceptualization of culture will be presented that has evolved from positive behavioral interventions & supports perspective. Participants will have the opportunity to react to & comment on this reconceputalization of culture & voice their thoughts & experiences regarding culture, disability, & improvement of social & educational culture of schools for all students. (15500)
1. What does Cultural Relevance &
Responsiveness look like?
2. How would we measure status
of & change in Cultural
Relevance & Responsiveness?
3. What has been shown to
improve Cultural Relevance &
Responsiveness?
TOWN HALLStimulus Questions
RESPECTFULLY• ASK• ANSWER• DESCRIBE• SUGGEST• OFFER• SHARE• CONVERSE
Consider these statements
• “Our kids are 3 times more likely to dropout of school than any
other demographic in our district.”
• “How can we teach kids when we can’t talk with their parents?”
• “Who’s running this school…students or staff?”
• “How we supposed to maintain a positive school culture when
playgrounds covered with needles, & buildings with graffiti?”
• “It’s not about race; it’s about immigration.”
• “Why are so many kids of color referred to special education?”
• “We can’t teach respect, when there’s no respect at home.”
• “The school is located in center of the community, but it functions
like a different country.”
• School climate & culture• Normative conflicts: us v. them• School & community context
• Reactive responsibility• Etc.
HOW do we improve cultural relevance to reduce/prevent risk of poor
outcomes?
School not culturally relevant,
preventive, prosocial
Students at higher risk
Poor academic & social-behavior outcomes
Our Starting Point
Develop guidelines for improving cultural relevance
Establish operational/measurable definitions of culture & cultural relevance
Adopt research-evidence based approach
Work from defendable theoretically foundation
Behavioral Perspective on Culture
“No degree of knowledge about the characteristics of groups or cultures can substitute for the analysis of the actions of a given individual in their historical & situational context because no two members of any group are socialized in exactly the same way” Hayes & Toarmino, 1995
“A culture evolves
when practices…
contribute to the success
of the practicing
group in solving its
problems”Skinner, 1981
PBIS (SWPBS) is….. for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
Early Conclusion…
• Nothing is inherently biased or culturally irrelevant about practices & systems PBIS implementation.
• However, we definitely can improve kid outcomes by making those practices & systems more reflective of norms, expectations, & learning histories of kids, family & community members, & school staff.
• Achieve desired outcome?Effective
• Doable by implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
Systems Implementation Logic
Local Context
Gender
Family Structure
Sexual Orientation
Languages
Beliefs
SES
Values
Racial Identity NationalityImmigrant
Status
Religion
GenerationDisability
CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.
That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).
Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.
“George Sugai?” Learning History
Sansei
1951 Santa Cruz, CA. Parents born
Watsonville
Buddhism v. “Elks” little league
baseball
Mom interned, Dad moved to UT
No Japanese, fork v. hashi, soy sauce v.
shoyu
Only 2 JA, 1 AA @ LGHS, Stones
BF: Dale, Jim, Lansing, “Molly,” Roger
UCSB, hippies, BoA
Nature director in ESC
CA, WA, CO, KY, NH, OR, CT
Bi-racial: Fernandez
Hapa: Sugai-Fernandez
Shaped into “damn behaviorist!”
CA Sansei JA
PBIS, SpEd & Kids w/ BD
Sugai-Fernandez
“Damn behaviorist”
CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.
Culturally & contextually relevance is used to describe &
consider unique variables,
characteristics, & learning histories of
students, educators, & family & community members involved in
the implementation of SWPBS.
A major assumption is that effective
instructional practices & behavior &
classroom management
strategies exist (Horner, Sugai, &
Anderson, 2010), & consideration must be
given to culture & context
Literature Review Research Questions
How is culture defined in research focused on
behavior management, discipline, & improving
problem behavior in schools?
What culturally & contextually relevant
strategies are documented in research
focused on behavior management, discipline,
& improving problem behavior in schools?
Selection Criteria (3/4)
Definition of culture
Focus on problem
behavior(s)
Focus on behavior
management &/or
discipline
Suggestions for culturally, contextually
relevant behavior
management strategies
Findings
QualitativeTotal Intervention
DescriptionReviews/ Current Issues
Case Studies
Other
21 9 8 2 2
QuantitativeTotal Records Reviews Case Studies Experimental
7 4 2 1
Literature Review Summary
SWPBS can be adapted easily to diverse schools & cultural norms
SWPBS promotes the most frequently recommended strategies from descriptive literature
More experimental research needed
General Guidelines
Consider educational & social validity of decisions & priorities from perspective of student, family, teacher, school, & community
Teach, model, & acknowledge local expectations
Establish familiar, predictable, & consistent local expectations
Monitor progress continuously
Assess local behavior patterns, values, expectations, & norms
Adopt RtI perspective
Classroom Educator Guidelines
Use effective instructional practices & curricula
Learn, include, & use students’ culture & language in instruction & interactions
Teach social skills
Set explicit, realistic, high, & challenging expectations
Engage in equitable interactions
Decrease negative interactions
Increase positive interactions
Define from contextual perspective
Professional Development Guidelines
Use data to evaluate outcomes
View & involve parents as resources
Assess & consider their students’ cultures.
Self-assess or self-reflect cultural & contextual features & implications of their instructional & behavioral decisions
Adopt perspective that student behavior is culturally & contextually learned & influenced
Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
PBIS
GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are
possible & problem behaviors are prevented
EXPECTATIONS
• 1 minute comment
• Appropriate person-first language
• Respectful of speaker
• Constructive statements
1. What does Cultural Relevance &
Responsiveness look like?
2. How would we measure status
of & change in Cultural
Relevance & Responsiveness?
3. What has been shown to
improve Cultural Relevance &
Responsiveness?
Stimulus Questions
Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.
That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).
Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.
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