The Use of PBIS in Resolving Ethical Dilemmas Created by Disproportionate Punitive Practice for Students of Color

View Sample PDF

Author(s): Natasha Ferrell (National University, USA)and Tricia Crosby-Cooper (National University, USA)
Copyright: 2019
Pages: 21
Source title: Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes
Source Author(s)/Editor(s): Penelope D. Keough (National University, USA)
DOI: 10.4018/978-1-5225-7582-5.ch012

Keywords: Ethics and Social Responsibility / Information Science Reference / Psychology / Social Sciences & Humanities

Purchase

View The Use of PBIS in Resolving Ethical Dilemmas Created by Disproportionate Punitive Practice for Students of Color on the publisher's website for pricing and purchasing information.

Abstract

Disciplinary practices in the K-12 setting have historically shown a higher propensity for harsher punitive practices for students of color. This is evidenced by years of research describing disproportionate disciplinary practices. These disproportionate practices have created an ethical dilemma in our school system, as students of color have experienced higher rates of office discipline referrals, school suspensions, and expulsions. One method used in the school system to address disproportionate punitive practices is positive behavior intervention supports (PBIS). Positive behavior intervention supports is a systematic pro-active and preventative model that uses evidence-based interventions to reduce behaviors of concern. This chapter examines the use of PBIS to address the ethical dilemma created in the school system due to disproportionate punitive practices.

The IRMA Community

Research IRM

The Use of PBIS in Resolving Ethical Dilemmas Created by Disproportionate Punitive Practice for Students of Color

Purchase

Abstract

Related Content

IRMA Sponsors