Schoolwide positive behavioural interventions and supports and human rights: transforming our educational systems into levers for social justice

Positive behaviour support and schoolwide positive behavioural interventions and supports (PBIS) emerged in response to the misuse of behavioural theory and ableism in educational systems. Yet even with these advances, inequitable outcomes based on ability and race persist. The purpose of this artic...

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Bibliographic Details
Published in:International journal of developmental disabilities 2023, Vol.69 (1), p.5-12
Main Author: McIntosh, Kent
Format: Article
Language:English
Subjects:
Attitudes toward Disabilities
Behavior
behaviour analysis
Civil Rights
culture
Data Use
Disability
disability rights
Equal Education
equity
Ethnicity
Fairness
Human rights
Intervention
Invited Paper
Minority Group Students
Positive behavior support
Positive Behavior Supports
Positive behaviour support
prevention
Program Effectiveness
Race
Racial Differences
Racism
Review
Social Bias
Social Justice
Students with Disabilities
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Description
Summary:Positive behaviour support and schoolwide positive behavioural interventions and supports (PBIS) emerged in response to the misuse of behavioural theory and ableism in educational systems. Yet even with these advances, inequitable outcomes based on ability and race persist. The purpose of this article is to describe an equity-centred schoolwide PBIS approach that harnesses behavioural theory and the PBIS framework to focus specifically on systems change to lead to equitable outcomes. There is emerging evidence of promise for increasing racial equity in student outcomes, and implications and suggestions are provided to increase equity by disability status. In providing practitioners with clear steps to reduce ableism and racism in educational systems, this line of research stands to benefit all students and families.
ISSN:2047-3869
2047-3877
DOI:10.1080/20473869.2022.2116223