Special Education and Clinical Sciences, University of Oregon.
College of Education, University of Alabama.
Sch Psychol. 2021 Nov;36(6):433-444. doi: 10.1037/spq0000466.
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).
我们评估了在一个具有全面积极行为干预和支持（PBIS）框架的学校内实施的一项全校公平干预措施对八所小学中因黑人群体学生被不当转介而导致的学校纪律方面种族不公平现象的影响。该干预措施包括评估学校纪律决策中的种族差异模式，并提供专业发展，通过针对这些模式的具体策略来调整全校行为系统，以提高文化响应能力。在同意并匹配现有的种族不公平程度后，将一半的学校随机分配接受干预。分析表明，接受干预的学校在学校纪律和黑人学生办公室纪律转介率（ODR）方面的种族差异显著减少，而对照组学校则几乎没有变化。结果从支持的多层次系统中提高学校纪律公平性的角度进行了讨论。
