Positive Behavior Support as a Proactive Intervention
Strategy for Preventing Problem Behaviors, Referrals,
and Suspensions in Urban Elementary At-Risk Schools

Racial disparities in suspension and expulsion rates have been reported to occur more frequently with African American and Hispanic students being punished far more frequently than White students under zero tolerance programs. For example, national statistics have shown that African American students, who constitute 17 percent of the nation’s students, made up 33 percent of the students suspended and expelled from school in 1998 (Washington Post, 2000). In addition, students with disabilities (e.g., emotional/behavioral disorders: EB/D) exceed the percentage of suspensions, expulsions, and dropping out of school than their proportion in the school population (Cooley, 1995; U.S. Department of Education, 1999). A number of theories and explanations of this disparity have emerged over the years including: (a) discrimination; (b) biased testing; (c) lack of due process; (d) differential exposures to “risk factors;” (e) late identification of behavior problems; (f) lack of early intervention programs; (g) lack of proactive prevention strategies effective at primary, secondary, and tertiary levels; and (h) lack of culturally-responsive practices. The behavior problems of students with EB/D are multifaceted and increasing, and the implications for how schools operate school-wide discipline and prevention programs to reduce office referrals, suspensions, and expulsions are crucial to the school success of culturally and linguistically diverse (CLD) students in urban elementary school settings.

The goals of the proposed research project are to: (1) Identify CLD students on a school-wide basis who may be at risk for problem behaviors, suspensions, and expulsions; (2) Examine PBS as an effective school-wide discipline intervention that minimizes discipline referrals, suspensions, and expulsions, thus reducing the over-identification of students with or at risk for EB/D; (3) Conduct FBAs as effective interventions to reduce problem behaviors; (4) Implement CWSM as an effective behavioral intervention across classrooms and settings; (5) Examine the sustained use of PBS components across multiple school sites; and (6) Advance our professional knowledge of PBS as an effective intervention in urban elementary schools. Benefits of this research will be potential support for a “prevention” intervention theory of over-identification and its reduction and culturally responsive PBS procedures. Additionally, students at-risk and with EB/D in multiple school sites will be involved in a school-wide prevention program where effective interventions are implemented to ensure a safe, and productive school environment.