Pub Date : 2022-10-01DOI: 10.1177/00144029221119072
J. Lloyd, W. Therrien
For this first issue of the last volume year in our editorship, we are pleased to provide a diverse set of studies. Not only do the contents of this issue represent students from kindergarten to college preparatory ages, and topics ranging from math, reading, and transition, but also we have two studies that made extensive use of open science practices and studies from international scholars. In “College and Career Readiness Support Youth with and Without Disabilities Based on the National Longitudinal Transition Study 2021,” Allison Lombardi, Graham Rifenbark, Tyler Hicks, Ashley Taconet, and Clewiston Challenger examined interactions among disability, race and ethnicity, and household income for students with different disabilities. Their results showed that, although students without disabilities receivedmore college and career readiness support than those with disabilities, the discrepancies were especially pronounced among students of color. Nadine Cruz Neri and Jan Retelsdorf studied the influence of reducing linguistic complexity on studentswith andwithout learningdisabilities in reading. They reported that their study, “Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?,” revealednooverall benefit of simplifying linguistic complexityor differential benefit for the students with learning disabilities in reading. In “AConceptualReplicationof aKindergarten Math Intervention Within the Context of a Research-Based Core,” Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty, and Christian Doabler reported the results of a study that examined the effects of a Tier-2 kindergarten math curriculum. Althoughanearlier studyhadshownstudentsbenefiting from the intervention curriculum, in the study they reported here, there were no benefits for the students in the experimental condition. Alexander O’Donnell, Gerry Redmond, Joanne Arciuli, Sally Robinson, Jennifer Skattebol, Parimala Raghavendra, Cathy Thomson, Joanna Wang,andEricEmersonprovidedtheirexamination of “The Association Between Parental Educational Expectations and School Functioning Among Young People With Disabilities: A Longitudinal Investigation.”Theyfoundthatadolescentswithdisabilities whose parents had high expectations engaged in school activities at a higher level, but thesamewasnottrueforstudentswithoutdisabilities. In “Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties,” Asha Jitendra, Michael Harwell, and Soo-hyun Im reported the results of their study aboutwhether teachers with prior experience in using strategy-based instruction implemented instruction with higher fidelity than teachers who were implementing it for thefirst time.They found that bothgroupsof teachers implemented the strategy-based instruction faithfully, and that the level of teacher experience did not different
对于我们编辑的最后一卷的第一期，我们很高兴提供一套多样化的研究。这一期的内容不仅涵盖了从幼儿园到大学预科年龄段的学生，主题涵盖了数学、阅读和过渡，而且我们有两项研究广泛使用了开放科学实践和国际学者的研究。Allison Lombardi, Graham Rifenbark, Tyler Hicks, Ashley Taconet和Clewiston Challenger在“基于2021年全国纵向过渡研究的大学和职业准备支持有残疾和没有残疾的青年”中研究了不同残疾学生的残疾，种族和民族以及家庭收入之间的相互作用。他们的结果显示，尽管非残疾学生比残疾学生获得了更多的大学和职业准备支持，但这种差异在有色人种学生中尤为明显。Nadine Cruz Neri和Jan Retelsdorf研究了降低语言复杂性对有和没有阅读学习障碍的学生的影响。他们报告说，他们的研究“有特殊学习障碍和阅读障碍的学生是否从科学测试项目的语言简化中受益?”研究显示，对于有阅读学习障碍的学生来说，简化语言复杂性并没有总体上的好处，也没有不同的好处。Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty和Christian Doabler在“基于研究的核心背景下的幼儿园数学干预的概念复制”中报告了一项研究的结果，该研究检查了二级幼儿园数学课程的影响。尽管早期的研究表明学生从干预课程中受益，但在他们报告的研究中，实验条件下的学生没有任何好处。Alexander O 'Donnell, Gerry Redmond, Joanne Arciuli, Sally Robinson, Jennifer Skattebol, Parimala Raghavendra, Cathy Thomson, Joanna Wang, andericemerson提供了他们对“残疾青少年父母教育期望与学校功能之间的关系:一项纵向调查”的研究。他们发现，父母对残疾青少年有很高的期望，他们会在学校活动中表现得更好，而非残疾学生则不然。在“数学困难学生比例推理技能教师专业发展计划的可持续性”一文中，Asha Jitendra、Michael Harwell和Soo-hyun Im报告了他们的研究结果，即先前使用基于策略的教学经验的教师是否比第一次实施这种教学的教师更忠实地执行教学。他们发现，两组教师都忠实地实施了基于策略的教学，教师经验水平对学生的表现没有差异。Luann Ley Davis, Fred Spooner和Alicia Saunders提供了一项关于“同伴提供的数学问题解决指导对有广泛支持需求的学生的有效性”的研究。他们报告说，一组不同的同龄导师不仅忠实地提供基于图式的教学，而且学生获得并保持了解决单词问题的技能。此外，我们还对先前的一篇文章进行了更正。莎拉·考克斯和珍妮·鲁特为“自闭症谱系障碍学生通过单词问题解决指导数学实践的发展”提供了一份更正表。我们希望这套涵盖广泛问题的强有力的研究对具有应用和研究方向的读者都有价值。阅读的快乐!
{"title":"Preview","authors":"J. Lloyd, W. Therrien","doi":"10.1177/00144029221119072","DOIUrl":"https://doi.org/10.1177/00144029221119072","url":null,"abstract":"For this first issue of the last volume year in our editorship, we are pleased to provide a diverse set of studies. Not only do the contents of this issue represent students from kindergarten to college preparatory ages, and topics ranging from math, reading, and transition, but also we have two studies that made extensive use of open science practices and studies from international scholars. In “College and Career Readiness Support Youth with and Without Disabilities Based on the National Longitudinal Transition Study 2021,” Allison Lombardi, Graham Rifenbark, Tyler Hicks, Ashley Taconet, and Clewiston Challenger examined interactions among disability, race and ethnicity, and household income for students with different disabilities. Their results showed that, although students without disabilities receivedmore college and career readiness support than those with disabilities, the discrepancies were especially pronounced among students of color. Nadine Cruz Neri and Jan Retelsdorf studied the influence of reducing linguistic complexity on studentswith andwithout learningdisabilities in reading. They reported that their study, “Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?,” revealednooverall benefit of simplifying linguistic complexityor differential benefit for the students with learning disabilities in reading. In “AConceptualReplicationof aKindergarten Math Intervention Within the Context of a Research-Based Core,” Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty, and Christian Doabler reported the results of a study that examined the effects of a Tier-2 kindergarten math curriculum. Althoughanearlier studyhadshownstudentsbenefiting from the intervention curriculum, in the study they reported here, there were no benefits for the students in the experimental condition. Alexander O’Donnell, Gerry Redmond, Joanne Arciuli, Sally Robinson, Jennifer Skattebol, Parimala Raghavendra, Cathy Thomson, Joanna Wang,andEricEmersonprovidedtheirexamination of “The Association Between Parental Educational Expectations and School Functioning Among Young People With Disabilities: A Longitudinal Investigation.”Theyfoundthatadolescentswithdisabilities whose parents had high expectations engaged in school activities at a higher level, but thesamewasnottrueforstudentswithoutdisabilities. In “Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties,” Asha Jitendra, Michael Harwell, and Soo-hyun Im reported the results of their study aboutwhether teachers with prior experience in using strategy-based instruction implemented instruction with higher fidelity than teachers who were implementing it for thefirst time.They found that bothgroupsof teachers implemented the strategy-based instruction faithfully, and that the level of teacher experience did not different","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"5 1","pages":"4 - 4"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74701606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/00144029221111892
{"title":"Corrigenda to “Development of Mathematical Practices Through Word Problem-Solving Instruction for Students with Autism Spectrum Disorder” by Sarah K. Cox and Jenny R. Root","authors":"","doi":"10.1177/00144029221111892","DOIUrl":"https://doi.org/10.1177/00144029221111892","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"25 1","pages":"119 - 119"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84984495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1177/00400599221122871
H. Kleinert, J. Kearns, L. Land, Judith L. Page, J. Kleinert
This article presents the rationale, evidence base, and strategies for teachers and related service personnel to implement peer-assisted Augmentative & Alternative Communication (AAC) modeling with their students with complex communication needs within inclusive settings across the school day. Specific steps for teaching the student’s same-age peers to use aided AAC modeling are provided, as well as overall recommendations for implementation. Aided AAC modeling examples and strategies for collecting data on student AAC use are also included.
{"title":"Peer-Assisted Aided AAC Modeling for Students With Complex Communication Needs","authors":"H. Kleinert, J. Kearns, L. Land, Judith L. Page, J. Kleinert","doi":"10.1177/00400599221122871","DOIUrl":"https://doi.org/10.1177/00400599221122871","url":null,"abstract":"This article presents the rationale, evidence base, and strategies for teachers and related service personnel to implement peer-assisted Augmentative & Alternative Communication (AAC) modeling with their students with complex communication needs within inclusive settings across the school day. Specific steps for teaching the student’s same-age peers to use aided AAC modeling are provided, as well as overall recommendations for implementation. Aided AAC modeling examples and strategies for collecting data on student AAC use are also included.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"268 - 277"},"PeriodicalIF":1.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45197577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1177/00400599221122888
Amber B. Ray, Erin R. FitzPatrick
Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and behavioral disorders, and attention deficit hyperactivity disorder. Moreover, it has been extended to show benefits beyond those populations into general education settings at the secondary level and to also support both reading and content area knowledge acquisition. That said, it’s a complex intervention that requires intensive support through professional development. In this manuscript, we outline how instructional coaches and other teacher leaders can best support teachers in middle and high school settings as they adopt SRSD, an evidence-based writing practice, through a practice-based professional development model. We offer step-by-step directions for planning, implementing, supporting, and evaluating the implementation.
{"title":"Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers","authors":"Amber B. Ray, Erin R. FitzPatrick","doi":"10.1177/00400599221122888","DOIUrl":"https://doi.org/10.1177/00400599221122888","url":null,"abstract":"Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and behavioral disorders, and attention deficit hyperactivity disorder. Moreover, it has been extended to show benefits beyond those populations into general education settings at the secondary level and to also support both reading and content area knowledge acquisition. That said, it’s a complex intervention that requires intensive support through professional development. In this manuscript, we outline how instructional coaches and other teacher leaders can best support teachers in middle and high school settings as they adopt SRSD, an evidence-based writing practice, through a practice-based professional development model. We offer step-by-step directions for planning, implementing, supporting, and evaluating the implementation.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43607007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-13DOI: 10.1177/00400599211069555
Tessa L. Arsenault, S. R. Powell
{"title":"Intensifying Language Supports in Word-Problem Schema Instruction","authors":"Tessa L. Arsenault, S. R. Powell","doi":"10.1177/00400599211069555","DOIUrl":"https://doi.org/10.1177/00400599211069555","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.1177/00400599221120882
Jenny R. Root, Alicia F. Saunders, Bree A. Jimenez, Deidre Gilley
In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based practices specific for teaching mathematics to students with extensive support needs (Root et al., 2021; Spooner et al., 2017). We describe considerations for implementation of these practices identified by the IES practice guide by describing how to implement them with learners with ESN using additional evidence-based practices and supports.
{"title":"Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs","authors":"Jenny R. Root, Alicia F. Saunders, Bree A. Jimenez, Deidre Gilley","doi":"10.1177/00400599221120882","DOIUrl":"https://doi.org/10.1177/00400599221120882","url":null,"abstract":"In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based practices specific for teaching mathematics to students with extensive support needs (Root et al., 2021; Spooner et al., 2017). We describe considerations for implementation of these practices identified by the IES practice guide by describing how to implement them with learners with ESN using additional evidence-based practices and supports.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41538484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/00400599221139099
T. Garfield, Maria B. Peterson-Ahmad
{"title":"Get to Know the Professional Standards and Practices Committee","authors":"T. Garfield, Maria B. Peterson-Ahmad","doi":"10.1177/00400599221139099","DOIUrl":"https://doi.org/10.1177/00400599221139099","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"76 - 77"},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43828805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/00400599221121718
Danielle M. Kovach
{"title":"New School Year, New Adjustments","authors":"Danielle M. Kovach","doi":"10.1177/00400599221121718","DOIUrl":"https://doi.org/10.1177/00400599221121718","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"4 - 4"},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47320215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/00400599221123185
Holly C. Gover, John E. Staubitz, A. Juárez
TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 1 , p p . 7 2 – 74 . C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 23 18 5 Research and practice in applied behavior analysis (ABA) have contributed to the education of students with autism and other intellectual or developmental disabilities in school settings across a wide variety of efforts, including but not limited to, academic instruction (Delano, 2007), addressing behaviors restricting a student’s environments and opportunities (e.g., aggression; Santiago et al., 2016), and schoolwide positive behavior supports (Carr et al., 2002). One significant contribution of ABA is the process for identifying what motivates student learning in order to develop individualized approaches for teaching and intervention. In behavior-analytic terms, we refer to the events motivating learning as “reinforcers” and to the process by which those events engender new skills as “reinforcement.” In everyday terms, it is useful to think of reinforcers as events that contribute to a learner becoming and staying happy, relaxed, and engaged (Hanley, 2021). The language of “happy, relaxed, and engaged” is a useful heuristic to guide decisions about what to incorporate into reinforcement contexts and may be helpful in updating what we contemporarily consider educationally meaningful reinforcers.
TE A C H IN G E xc ep ti o na l C hi ld re n，V o l.55，n o。1，p。7 2–74。今年2月22日。D O I:10.11 77/0 0 4 0 59 9 22 11 23 18 5应用行为分析（ABA）的研究和实践通过各种努力，包括但不限于学术指导，为学校环境中自闭症和其他智力或发育障碍学生的教育做出了贡献（Delano，2007），解决限制学生环境和机会的行为（例如，攻击性；Santiago等人，2016），以及学校范围内的积极行为支持（Carr等人，2002）。ABA的一个重要贡献是确定学生学习动机的过程，以制定个性化的教学和干预方法。在行为分析术语中，我们将激励学习的事件称为“强化者”，将这些事件产生新技能的过程称为“加强”。在日常生活中，将强化者视为有助于学习者变得并保持快乐、放松和投入的事件是有用的（Hanley，2021）。“快乐、放松和投入”的语言是一种有用的启发式方法，可以指导关于将什么纳入强化情境的决策，并可能有助于更新我们当代认为具有教育意义的强化者。
{"title":"Revisiting Reinforcement: A Focus on Happy, Relaxed, and Engaged Students","authors":"Holly C. Gover, John E. Staubitz, A. Juárez","doi":"10.1177/00400599221123185","DOIUrl":"https://doi.org/10.1177/00400599221123185","url":null,"abstract":"TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 1 , p p . 7 2 – 74 . C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 23 18 5 Research and practice in applied behavior analysis (ABA) have contributed to the education of students with autism and other intellectual or developmental disabilities in school settings across a wide variety of efforts, including but not limited to, academic instruction (Delano, 2007), addressing behaviors restricting a student’s environments and opportunities (e.g., aggression; Santiago et al., 2016), and schoolwide positive behavior supports (Carr et al., 2002). One significant contribution of ABA is the process for identifying what motivates student learning in order to develop individualized approaches for teaching and intervention. In behavior-analytic terms, we refer to the events motivating learning as “reinforcers” and to the process by which those events engender new skills as “reinforcement.” In everyday terms, it is useful to think of reinforcers as events that contribute to a learner becoming and staying happy, relaxed, and engaged (Hanley, 2021). The language of “happy, relaxed, and engaged” is a useful heuristic to guide decisions about what to incorporate into reinforcement contexts and may be helpful in updating what we contemporarily consider educationally meaningful reinforcers.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"72 - 74"},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.1177/00400599221120242
Jonte' C. Taylor, Whitney Hanley, Gwendolyn Deger, William C. Hunter
Note this manuscript has supplementary files that will only be available online and does not need to be included in the printed version. text for online abstract: The interpretation of behavior of from marginalized backgrounds is susceptible to prejudice, bias, and racist ideology. This is especially true when evaluations include subjective assessment of perceived challenging behaviors which has historically led to overrepresentation of student from marginalized backgrounds at-risk of or with an emotional disturbance. While Positive Behavior Intervention and Supports (PBIS) frameworks are increasingly used in schools to support students behaviorally and decrease the need for special education services, students of color continue to be overrepresented as needing supports within these frameworks. One possible cause for this overrepresentation is implicit bias in evaluation and intervention of behavior for marginalized students. In an effort to increase the cultural responsiveness of PBIS frameworks, we describe the incorporation of anti-racist actions and the concept of critical consciousness in evaluating student behavior.
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