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Licensed Unlicensed Requires Authentication Published by De Gruyter December 12, 2012

Measuring Cultural Responsiveness in the Classroom Component of a School-wide Model of Positive Behavior Support at the Elementary Level

  • Cheryl A. Utley EMAIL logo

Abstract

This study was designed to measure teachers’ self-assessment of elements across 4 domains and compliance in implementing a school-wide positive behavior support (SWPBS) features in an urban elementary school. Within the classroom domain, teachers’ perceptions of cultural responsiveness (CR) were assessed. The participants were 14 teachers and 335 students in kindergarten through fifth grade. The participants were administered the Effective Behavior Survey(EBS), Systems Evaluation Tool (SET), and the Culturally Responsive Survey (CRS). Results of the EBS and SET revealed that (a) participants reported 63% of school-wide, 50% of non-classroom, 59% of classroom, and 24% of individual systems were in place and; (b) fidelity of implementation was 90%, indicating that participants were in compliance with the SWPBS program; and (b) 50% of the participants were perceived as CR, 57% employed CR instructional designs, 63% engaged in CR interactional styles, and 73% employed CR teaching practices


Footnote The work was supported by a field-initiated grant (No. H324C020013) from the Office of Special Education Programs (OSEP), U.S., Department of Education. Opinions expressed herein are those of the authors and do not represent the position of the U.S. Department of Education. The authors would like to acknowledge the significant contributions to the work of the principal, teachers, and students of the Kansas City Kansas USD #500.

Published Online: 2012-12-12

© 2012 by Walter de Gruyter GmbH & Co.

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