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Culturally Responsive Positive Behavior Interventions and Supports

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Culturally Responsive Positive Behavior Interventions and Supports (CRPBIS)

CRPBIS is an ongoing statewide research project founded by Dr. Aydin Bal in 2011. The purpose of CRPBIS is to re-mediate school cultures that reproduce behavioral outcome disparities and marginalization of non-dominant students and families.[1] CRPBIS is conducted at the Wisconsin Center for Education Research at the School of Education, University of Wisconsin-Madison. CRPBIS develops, utilizes, and researches processes and interventions such as Learning Lab to create locally meaningful and sustainable systemic transformations together with local stakeholders (educators, families, students, community representatives).[2] As a part of CRPBIS, local schools create teams with members of their communities to identify and understand systemic problems (e.g., racial disproportionality in school disciplinary actions) within their own schools, propose new solutions, and examine the effectiveness of their solutions.[3]

References

  1. ^ Bal, A., Kozleski, E. B., Schrader, E. M., Rodriguez, E. M., & Pelton, S. (2014). Systemic transformation in school: Using Learning Lab to design culturally responsive schoolwide positive behavioral supports. Remedial and Special Education, 35(6), 327–339.
  2. ^ Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2016). Inequality in Black and White High School Students’ Perceptions of School Support: An Examination of Race in Context. Journal of youth and adolescence, 1-16.
  3. ^ https://www.education.wisc.edu/soe/research/research-news/2015/11/11/seven-questions-with-aydin-bal
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