scholarly journals The ASCA Model and a Multi-Tiered System of Supports: A Framework to Support Students of Color With Problem Behavior

2016 ◽  
Vol 6 (3) ◽  
pp. 251-262 ◽  
Author(s):  
Christopher T. Belser ◽  
M. Ann Shillingford ◽  
J. Richelle Joe
Keyword(s):  
Problem Behavior ◽  
Students Of Color ◽  
Asca Model ◽  
Tiered System ◽  
Support Students

Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out

2021 ◽  
pp. 019874292110018
Author(s):  
Caitlyn E. Majeika ◽  
Joseph H. Wehby ◽  
Eleanor M. Hancock
Keyword(s):  
Elementary Students ◽  
Problem Behavior ◽  
Positive Behavior ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Tier 2 Interventions ◽  
Wide Range ◽  
Teachers And Students ◽  
Support Students

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

Out of School, out of Luck

Pained ◽  
2020 ◽  
pp. 77-80
Author(s):  
Michael D. Stein ◽  
Sandro Galea
Keyword(s):  
Mental Health Professionals ◽  
Students Of Color ◽  
Parental Support ◽  
Disciplinary Action ◽  
Traumatic Experiences ◽  
Social Challenges ◽  
Implicit Biases ◽  
Increased Risk ◽  
Support Students ◽  
Out Of School

This chapter explores the health of students. Out-of-school suspension is linked to lower grades, increased expulsions, and increased risk of incarceration. Disciplinary action through suspension is centered on a student’s behavior, which is often influenced by complex social challenges such as poverty, mental illness, and lack of parental support. Indeed, most suspensions result from multiple school absences and tardy reports, which are commonly linked to difficult family situations. Moreover, teachers’ implicit biases also contribute to the harshness of the punishment they dispense. Research shows that students of color suffer from harsher disciplinary outcomes from white teachers than from teachers of the same race. And boys and black students make up the majority of suspension cases. There are ways people can address this unfairness. Schools in Massachusetts have attempted to collaborate with mental health professionals and social workers to support students undergoing traumatic experiences. Districts in Texas have introduced “personal break rooms” where children can calm down and redirect their emotions after a frustrating incident. These are examples of how people can address students’ behavior, while reducing the inequalities that can influence disciplinary actions. Such steps can help create better learning environments, with the aim of producing healthier students.

PBIS in Schools

2022 ◽  
pp. 166-191
Author(s):  
Donna L. Ervin
Keyword(s):  
Students Of Color ◽  
Educational Leaders ◽  
Behavior Interventions ◽  
Emotional Needs ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Positive Behavior Interventions ◽  
Behavioral Expectations ◽  
Trauma Informed ◽  
Support Students

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

Proactively Pivot: Guidance on Adapting the PBIS Framework in Response to Crises to Support Students With Disabilities

2021 ◽  
pp. 004005992110383
Author(s):  
Katharine Clemens ◽  
Luke Borowski ◽  
Mary Donovan ◽  
Katherine Meyer ◽  
Kathryn Dooley ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Leadership Teams ◽  
Lessons Learned ◽  
Core System ◽  
Positive Behavioral Interventions ◽  
Tiered System ◽  
System Data ◽  
Learning Modes ◽  
Support Students

Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong framework enables settings to enhance and adjust their implementation to meet the needs of all students, including students with disabilities, in a range of contexts. Importantly, as schools pivoted among remote, hybrid, and in-person learning modes throughout 2020 and 2021, effective leadership teams used their PBIS framework to successfully navigate these transitions. Based on lessons learned during this period, we present three key recommendations to adapt implementation in response to crises: (1) leverage existing systems, (2) use data to guide decision-making, and (3) pivot practices. To illustrate these recommendations, we describe PBIS implementation in an alternative setting supporting students with disabilities and share examples of how educators used the PBIS framework to meet the challenges presented by new contexts.

scholarly journals School Counselor Preparation to Support Inclusivity, Equity and Access for Students of Color With Disabilities

2021 ◽  
Vol 6 ◽  
Author(s):  
Diane M. Reese
Keyword(s):  
Best Practices ◽  
General Education ◽  
School Counselors ◽  
Students Of Color ◽  
School Counselor ◽  
Counselor Trainees ◽  
Education Curriculum ◽  
Model Framework ◽  
Asca Model ◽  
Equity And Access

The effective implementation of comprehensive school counseling services to all students is premised on the ASCA National Model framework themes of leadership, advocacy, collaboration, and systemic change. The school counselor’s role is to support the academic, career and social-emotional development of all students. From a school counselor advocacy and social justice perspective, school counselors engage in practices that will support all students and create opportunities for equal access and success through their leadership and service as collaborators, consultants and change agents. School counselor leadership results in positive changes within the school community. Using the ASCA Model Framework themes, school counselors can integrate these themes to support inclusivity, equity and access for students of color with disabilities, to the general education curriculum. In order to better prepare school counselor trainees to provide culturally appropriate support and services for students of color with disabilities, school counselor education programs must be more intentional in providing graduate-level course work that introduces trainees to best practices in their work with students with disabilities. First, this writer will discuss the ethical imperative for school counselor educators to be intentional in integrating special education curriculum in preparation programs and how school counselor education programs can use the ASCA Model framework themes in preparing school counselor trainees to engage in best practices to encourage, support, and ensure that students of color with disabilities have access and inclusion in the general education settings. Secondly, this writer will also discuss the incorporation of interactive related ASCA theme activities as preparation for school counselor trainees, in a special topics course as well as during practicum and internship and future professional school counselor opportunities.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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