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It explains PBIS origins in addressing disparities in behavioral outcomes and describes PBIS as a whole-school, noncurricular prevention framework using evidence-based interventions across Tier I, Tier 2, and Tier 3. The text critiques culturally neutral implementation, defines culturally responsive PBIS through identity, voice, supportive environment, situational appropriateness, and equity data, and links PBIS to transition planning by reducing exclusionary discipline and improving post-school success for racially diverse students with disabilities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/culturally-responsive-practices-and-positive-behavioral-interventions-and-supports-pbis-annotated-bibliography-585512/585512/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/culturally-responsive-practices-and-positive-behavioral-interventions-and-supports-pbis-annotated-bibliography-585512/585512.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is PBIS and how is it structured?","Question",{"text":112,"@type":113},"PBIS is a whole-school prevention framework that uses evidence-based interventions to improve academically and behaviorally important outcomes. It applies a three-tiered approach: Tier I, Tier 2, and Tier 3.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is cultural responsiveness important for PBIS?",{"text":117,"@type":113},"Researchers have critiqued PBIS as culturally neutral, and the text notes that teachers may misinterpret behavior when students’ racial, ethnic, or cultural identities are ignored. Culturally responsive PBIS addresses disproportionality and supports equity.",{"name":119,"@type":110,"acceptedAnswer":120},"How does PBIS relate to transition planning for students with disabilities?",{"text":121,"@type":113},"The document links PBIS to reducing school exclusion and improving post-school success. 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The 1997 and 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) positioned school-wide discipline reform as a top priority in schools across the nation. The question of how to assess disproportionality and eliminate it through early prevention was, inarguably, a central concern. In search for an answer, PBIS emerged. Although initially PBIS was designed to provide evidence-based behavioral interventions for students with behavioral disorders (BD), the focus later shifted from the individual to the entire school in hopes of providing school-wide behavior support for all students (Sugai et al., 2000a) .  \nPBIS, as it is conceptually understood today, is defined as a “framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students”(Sugai & Simonsen, 2012, p. 2) . More specifically, PBIS operates as a noncurricular, whole-school prevention model that seeks to enhance a school’s capacity to proactively address disruptive behavior by creating and sustaining improved systems and procedures that change adult behaviors and the manner in which they engage students (Bradshaw, Mitchell, & Leaf, 2010) . It applies a three-tiered approach to manage behavioral and academic supports at the primary (Tier I), secondary (Tier 2), and tertiary (Tier 3) level.  \nInitially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b) . Researchers have often critiqued the framework as being culturally neutral (Cramer & Bennett, 2015) . Unfortunately, too often well-meaning teachers may ignore the racial, ethnic, and/or cultural identity of their students, which may lead to misinterpretation of student behavior (Monroe, 2006) . Although PBIS is a promising practice intended to produce positive outcomes for everyone, it seems less effective for some students due to its race-neutral principles (Vincent, Randall, Cartledge, Tobin, & Swain-Bradway, 2011) . McIntosh and colleagues (e.g., 2014, 2019) have been working to address issues of disproportionality and cultural responsiveness in PBIS to ensure schools understand the complexities of these issues to promote equity for all students. Leverson, Smith, McIntosh, Rose, and Pinkelman (2019) define culturally  \nresponsive PBIS as including: (1) Identity, (2) Voice, (3) Supportive Environment, (4) Situational Appropriateness, and (5) Data for Equity (p. 2) .  \nThe Importance of PBIS in Transition Planning?  \nStudents with disabilities were twice as likely to face school exclusion as compared to students without disabilities (Office for Civil Rights, 2014) . One in four boys of color, and one in five girls of color, served by IDEA were suspended from school annually. There is mounting evidence that exclusionary discipline practices contribute to negative school outcomes (e.g., low academic performance, grade retention, delinquency, alienation, and drug use; Raffaele Mendez, 2003), which create barriers in effective transition planning. Studies show that culturally responsive practices and effective classroom management help to mitigate disciplinary disproportionality (Monroe, 2006) and ultimately, improve post-school success (e.g., college enrollment, reduced rate of dropout, and employment) for racially diverse students with disabilities (Achola, 2019) . PBIS is this regard is essential in transition planning as it is designed to shift the goal of the discipline system from an ideology of control (punishment) to one of ","cbCaisS8hRXKzBcN","https://ap.wps.com/l/cbCaisS8hRXKzBcN","pdf",304932,18,"English","# What is PBIS and is it Culturally Responsive?\n## The Importance of PBIS in Transition Planning?\n## What does the literature say about Restorative Practices in Transition Planning?\n# References","[{\"question\":\"What is PBIS and how is it structured?\",\"answer\":\"PBIS is a whole-school prevention framework that uses evidence-based interventions to improve academically and behaviorally important outcomes. It applies a three-tiered approach: Tier I, Tier 2, and Tier 3.\"},{\"question\":\"Why is cultural responsiveness important for PBIS?\",\"answer\":\"Researchers have critiqued PBIS as culturally neutral, and the text notes that teachers may misinterpret behavior when students’ racial, ethnic, or cultural identities are ignored. Culturally responsive PBIS addresses disproportionality and supports equity.\"},{\"question\":\"How does PBIS relate to transition planning for students with disabilities?\",\"answer\":\"The document links PBIS to reducing school exclusion and improving post-school success. It emphasizes shifting discipline from punishment/greater control toward agency and building family-school-community coalitions to support adulthood preparation.\"}]","Culturally Responsive Practices and Positive Behavioral Interventions and Supports (PBIS) - Annotated Bibliography | PDF",1792054921,45]