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