The prevalence of externalizing behaviors imposes a far-reaching negative impact on students' social, behavioral, and academic outcomes, which constitute a public health issue in low-resource and populous developing countries (e.g., China). Compared to the "one-size-fits-all" approach (OSFA; forcing a single evidence-based intervention…

Implementation of a culturally responsive positive behavioral interventions and supports (PBIS) framework is associated with positive outcomes for secondary students when implemented schoolwide. Yet, educators often report more implementation challenges in secondary school as compared to elementary school settings. Difficulties obtaining student…

Challenging behaviors are linked to negative long-term developmental outcomes for young children with disabilities and remain a primary focus of service delivery for many early intervention practitioners and families. Positive Behavior Interventions and Supports (PBIS) is a tiered prevention framework that recommends evidence-based positive…

We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in…

We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in…

This article presents a formative intervention study, called "Learning Lab" that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders, and researchers, specifically those who have been…

Classrooms are not culturally neutral terrains, but rather are constructed around sets of norms, values, and expected behaviors that are culturally bound. Low tolerance levels and expectations are an indication of the incongruence between the education strategies utilized by teachers and the cultural and linguistic differences of students that are…

Hobson's Choice is a psychological philosophy that prescribes a "take-it-or-leave-it" approach when addressing the problematic behaviors of students. Logically, this choice provides a traditional order in the classroom and gives teachers and service providers the sole power and authority to manage problem behaviors. For many students…

Given the increased interest and implementation of Schoolwide Positive Behavior Support (SWPBS) systems in schools in the United States, practitioners and researchers have become interested in how to improve implementation with students and staff from a wide range of cultural backgrounds. Fallon, O'Keeffe, and Sugai (2012) reviewed the literature…

This research reports on the application of aspects of a model of evidence-based practice (EBP) which were used to review a behaviour management programme. Special education practitioners employed at the Aotearoa/New Zealand Ministry of Education (MOE) drew from MOE principles and practices, as well as their professional expertise as they reviewed…

Teachers are looking for new ways to respond to challenging behaviour. The premise of the book is that teachers can make a difference and that schools and early childhood education settings can be places where behaviour is addressed with courage and conviction. Both the education sector and wider society are increasingly exploring culturally…

Exclusionary policies are practiced widely in schools despite being associated with extremely poor outcomes for culturally and linguistically diverse students, particularly African American males with and without disabilities. This article discusses zero tolerance policies, the related research questioning their basic assumptions, and the negative…

The purpose of this study was to empirically investigate a family-centered approach to positive behavior support (PBS) that was designed to be culturally responsive to families of diverse linguistic and cultural backgrounds. A Japanese mother and a child with autism were the primary participants. Multiple research methods were used. A…

In this article, we describe an inclusive educational programme for a young boy severely affected by autism. The programme is exemplary not only academically, but also in terms of what children need socially and emotionally. It represents best practices in action. Given the wide agreement about what constitutes best education practices, but the…

Child health and well-being are intrinsically important and also contribute to a healthy, productive adolescence and adulthood. Parents can play an important role in helping their children acquire or strengthen the behaviors, skills, attitudes, and motivation that promote physical and mental health and overall well-being in childhood, adolescence…