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The bibliography links CRPBIS to culturally responsive transition planning by reducing exclusionary discipline impacts and improving post-school success for students with disabilities, while also summarizing restorative-practice related findings and key research citations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/culturally-responsive-practices-and-positive-behavioral-interventions-and-supports-pbis-annotated-bibliography/585478/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/culturally-responsive-practices-and-positive-behavioral-interventions-and-supports-pbis-annotated-bibliography/585478.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does PBIS mean and how is it structured?","Question",{"text":63,"@type":64},"PBIS is defined as a framework for adopting and implementing a continuum of evidence-based interventions to achieve important academic and behavioral outcomes. It uses a whole-school, noncurricular prevention model with a three-tiered approach: Tier I, Tier 2, and Tier 3.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is culturally responsive PBIS considered important?",{"text":68,"@type":64},"Researchers critique PBIS as culturally neutral and note that ignoring students’ racial, ethnic, and cultural identities can lead to misinterpretation of behavior. CRPBIS aims to address disproportionality through culturally responsive components such as identity, voice, supportive environment, situational appropriateness, and data for equity.",{"name":70,"@type":61,"acceptedAnswer":71},"How does CRPBIS relate to transition planning?",{"text":72,"@type":64},"The text highlights that students with disabilities face higher rates of school exclusion, which creates barriers in effective transition planning. 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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) . 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 raceneutral principles (Vincent, Randall, Cartledge, Tobin, & Swain-Bradway, 2011) . McIntosh and colleagues (e.g., 2014, 2019) have been working to address issues of disproportionality and  \nculturally responsive in PBIS to ensure schools understand the complexities of these issues to ensure equity for all students. Leverson, Smith, McIntosh, Rose, and Pinkelman (2019) define culturally responsive PBIS as including: (1) Identity, (2) Voice, (3) Supportive Environment, (4) Situational Appropriateness, and (5) Data for Equity (p. 2) .  \nWhy is CRPBIS important 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) . CRPBIS in 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 o","cbCainBzLdxZKKKa","https://ap.wps.com/l/cbCainBzLdxZKKKa","pdf",316518,17,"English","# What is PBIS and is it Culturally Responsive?\n# Why is CRPBIS important in Transition Planning?\n# What does the literature say about Restorative Practices in Transition Planning?\n# References","[{\"question\":\"What does PBIS mean and how is it structured?\",\"answer\":\"PBIS is defined as a framework for adopting and implementing a continuum of evidence-based interventions to achieve important academic and behavioral outcomes. It uses a whole-school, noncurricular prevention model with a three-tiered approach: Tier I, Tier 2, and Tier 3.\"},{\"question\":\"Why is culturally responsive PBIS considered important?\",\"answer\":\"Researchers critique PBIS as culturally neutral and note that ignoring students’ racial, ethnic, and cultural identities can lead to misinterpretation of behavior. CRPBIS aims to address disproportionality through culturally responsive components such as identity, voice, supportive environment, situational appropriateness, and data for equity.\"},{\"question\":\"How does CRPBIS relate to transition planning?\",\"answer\":\"The text highlights that students with disabilities face higher rates of school exclusion, which creates barriers in effective transition planning. CRPBIS shifts discipline from control to agency, supports inclusive decision-making, and promotes family-school-community coalitions to improve post-school outcomes.\"}]","Culturally Responsive Practices and Positive Behavioral Interventions and Supports (PBIS) - Annotated Bibliography | PDF",1792054841,43]