The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities

By C. Vincent, Tary J. Tobin. 2011

157 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/17ddda9b4c89151beaea22f045cc17b6ed6128bf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. K. McIntosh
2. C. Vincent
3. Tary J. Tobin
4. J. Swain-Bradway
5. K. Smolkowski
6. R. Horner
7. Michael J. Boneshefski
8. G. Cartledge

In Developmental and Educational Psychology

1. K. McIntosh
2. C. Vincent
3. R. Horner
4. Tary J. Tobin
5. Michael J. Boneshefski
6. Timothy J. Runge
7. K. Smolkowski
8. E. Girvan

In Education

1. K. McIntosh
2. R. Horner
3. C. Vincent
4. Michael J. Boneshefski
5. Timothy J. Runge
6. K. Smolkowski
7. Tary J. Tobin
8. E. Girvan

Citations in the corpus

• Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “In some instances, the percentage of days African American students were removed from school increased with high fidelity SWPBIS (Vincent & Tobin, 2011).”
• Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students (2014, background): “Without attention to cultural responsiveness, schools implementing PBIS may reduce overall problem behaviour but not disparities in discipline for students from minority cultures (Kaufman et al., 2010; Vincent & Tobin, 2011).”
• Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, result): “The results of other studies have been mixed, with implementation of SWPBIS, or certain components of it, being shown to reduce disproportionality in some settings, grade levels, or both, but ineffective elsewhere.(59,65) Consistent with the conceptual model and multi-dimensional perspective, our vi”
• Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, background): “…Skiba, Michael, Nardo, & Peterson, 2002) and are suspended or expelled more often (Achilles, McLaughlin, & Croninger, 2007; Krezmien, Leone, & Achilles, 2006; Raffaele Mendez & Knoff, 2003; Zhang, Katsiyannis, & Herbst, 2004) and for longer durations (Rausch & Skiba, 2004; Vincent & Tobin, 2010).”