Culturally Responsive Pyramid Model Practices: Program-Wide Positive Behavior Support for Young Children

被引：21

作者：

Allen, Rosemarie ^{[1
]}

Steed, Elizabeth A. ^{[2
]}

机构：

[1] Metropolitan State Univ Denver, Denver, CO USA

[2] Univ Colorado, Denver, CO 80202 USA

来源：

TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION | 2016年 / 36卷 / 03期

关键词：

early childhood; program-wide positive behavior support; Pyramid Model; culturally responsive practices; challenging behavior; SOCIAL-EMOTIONAL DEVELOPMENT; CHALLENGING BEHAVIOR; SCHOOL; STUDENTS; INTERVENTIONS; DISPROPORTIONALITY; IMPLEMENTATION; EDUCATION; TEACHERS; FAMILIES;

D O I：

10.1177/0271121416651164

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This conceptual article reviews current research on racial disparities in disciplinary practices in early childhood education and work to address these issues within a positive behavior support (PBS) framework. Building largely on the Pyramid Model, recommendations and a culturally responsive approach are suggested for use within a program-wide PBS framework in early childhood settings. Future directions are discussed to guide efforts toward reducing disparate racial discipline practices in early childhood programs.

引用

页码：165 / 175

页数：11

共 64 条

[61] The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities [J].