Implementing Positive Behavior Support in Early Childhood Through High School
Edited By Chun Zhang, Carlos McCray and Su-Je Cho
10. Common and Unique Themes of Positive Behavioral Interventions and Supports Across Grade/Age Levels
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10. Common and Unique Themes of Positive Behavior Interventions and Supports Across Grade/Age Levels
CARLOS R. MCCRAY, CHUN ZHANG, SU-JE CHO, AND SAMUEL MARTIN
Positive Behavioral Interventions and Supports (PBIS) has received a tremendous amount of attention from scholars since its inception in the 1990s. In light of this increased interest, some researchers (Filter, Tincani, & Fung, 2009) have asked whether PBIS has helped with regard to the myriad behavioral issues some students bring to the educative process. Unfortunately, many students continue to display disruptive behavior, which has the potential to completely shut down a classroom and prevent other students from learning (Duran, Zhou, Frew, Kwok, & Benz, 2011; Goh & Bambara, 2012). Beachum and McCray (2011) proposed the theory of cultural collision and collusion as one of the main antecedents to “disruptive behavior” in culturally and linguistically diverse student populations. According to their theory, in many instances there is a mismatch of cultures between student and educator. As a result, many educators are not adequately prepared to deal with the behavior of students whose culture is completely different from their own. This is cultural collision. The notion of cultural collusion is the corollary of cultural collision. Because of the cultural clash that occurs between culturally and linguistically diverse (CLD) students and teachers, students can become aware of the deficit thinking of educators and begin to act out even more as a result of feelings of inadequacy.
Beachum and McCray’s theory...
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