Agenda. Blending Cultural Responsiveness and SWPBS to Teach School-wide and Classroom Expectations. Context Cultural Responsiveness.

Transcription

1 Blending Cultural Responsiveness and SWPBS to Teach School-wide and Classroom Expectations Ya-yu Lo, Lefki Kourea, Tosha Owens, Robai Werunga, and Belva Collins University of North Carolina at Charlotte Agenda Context framing our studies Study 1: Using parental input to increase cultural responsiveness Study 2: Effects of culturally responsive social skill instruction Implications Context SWPBS Context Cultural Responsiveness SWPBS Effectiveness as a prevention and intervention approach (Horner et al., 2010) AA Students Overrepresentation in ODR (Vincent et al., 2011) Cultural Resp. Blending of culturally responsive pedagogy and SWPBS (Swain- Bradway et al., 2014) Differentiation of classroom-level selection & administrativelevel processing (Skiba et al., 2011) Lack of cultural relevance in development of school (Lynass et al., 2012) Importance of gaining knowledge of students/parents regarding culture (Fallon et al., 2012) Context Parental Involvement Context Ethnographic Research Parental involvement (PI) as a more natural part of SWPBS Tier 2 and Tier 3 levels than Tier 1 PI is a weak feature in SWPBS, but essential for sustainability (McIntosh et al., 2014) Strengthening PI at universal level by discovering information about cultural values and beliefs is critical Allows for a rich, dynamic, altruistic, & perspective approach (Brantlinger et al., 2005) Ethnographic interviewing from standpoint of interviewer s admitted ignorance (Westby et al., 2003) Obtained themes permit blending of CR and curriculum for teaching schoolwide 1

2 To examine effects of the CRSSI experimentally To explore Black parents perceptions on schoolwide Goals To develop CRSSI for teaching schoolwide to K-1 Black students Study 1 (Kourea, Lo, & Owens, 2016) To assess parents and SWPBS team members perceptions Setting Parent Participants Title I public elementary (K-5) 389 students (47% White, 20% Black, 23% Latino, 2% Asian, 1% American Indian, and 5% multiracial) 7+ years of SWPBS implementation 3 years of PBIS exemplar state recognition status Ms. Hartman - Originally from the U.S. Virgin Islands - Single mother of 4 boys - Employed Ms. Riggins - Originally from southeastern state - Single mother of 4 children - Unemployed; attending school part-time Mrs. Akinde - 1 st generation Nigerian American - Mother of 3 boys - Employed - Bilingual in English & Yoruba Interview Development Interview Administration Development of ethnographic interview guide (Spradley, 1979; Westby et al., 2003) Included descriptive, structural, & contrast questions Interview Process Approached interview as friendly speech events Entailed continuous repeating/restating of parents views Field reviews of interview guide 10-item evaluation checklist by two experts Mock interview with third expert Administration adherence Review of two (66%) audiorecorded interviews using 10-item integrity checklist 85% & 100% adherence 2

3 Thematic Analysis Results of Thematic Analysis Stage 1 Stage 2 Identification of themes related to the 3 schoolwide For development of CRSSI curriculum Identification of more detailed parents life experiences For development of CR- SWPBS at a broader level 6 major themes from 167 coded units and 15 categories 72 units for respect family (n=23), schoolfamily (n=11), community-family (n=24) 13 units for responsibility 24 units for safety Results of Stage 1 Analysis Importance of Respect Respectful Described respect with cultural explanation ( playing rough ) or based on family event (i.e., safe behavior as sign of respect) Responsible Viewed as taking care of belongings or assisting others (problem solving skills) Carried less weight Safe Reported concerns related to use of sharp objects and physical contact with others (personal space; putting foot out ) Mrs. Akinde (Nigerian American) Our culture is extremely rigid when it comes to the way you should respect. Starting from when you wake up in the morning the way you greet your parents. The men, they prostrate, and the women, you kneel. It has always been, always [will] be So when he [her kindergarten son] wakes up in the morning, he comes in and he greets his mom and dad the traditional way and he knows that s the way to do it. Respect at Home vs. in School Mrs. Akinde When he s in a classroom he s to observe a more circular type of greeting. You never walk by an adult or by teacher or by anyone without saying hello, good morning, how are you, and you go about your daily activities. Not everybody is going to understand why you are on the floor I say it all the time... So, [if] you re not my age mate, you re not my playmate, then homage is to be paid. Respect at Home vs. in School Ms. Hartman s expectation for her kindergarten son we re playin, not to hurt the person Yeah, just playin with them [her son s classmates] but you have to, you know, tell the person wanna play? But Shawn [pseudonym] is the type that will come up and just start playing with you even if you [are] not playin with him. 3

4 Ms. Riggins Safety as Respect Um making him feel safe, making him not scared to tell when there [is] something wrong Being watchful so injuries or mishaps may [not] happen. Um, my big thing, my big thing is safety As long as he s safe and not being yelled at extremely too much because of highly aggravated situations. Parent Input on Being Respectful Parents Input Use arm space/length Not touching other s belongings/things If it s not yours, don t take it. Don t be destructive of other people s property Listening and sharing and the things he is supposed to do; be on best behavior Do what your teachers ask you to do Greet and address someone by name (not he/ she) and with a title (Mr./Ms.) especially if older Do not jump in other s zone Do not use a smart mouth, mouse-wise, or talk back to people Do not touch others Behavior indicators Be considerate of other s property Follow directions & classroom routines, allow others to learn Use kind words and actions Development of CRSSI Explicit social skill instruction literature (Cartledge & Milburn, 1995) Culturally responsive social skill instruction for AA (Robinson-Ervin et al., 2011) Computer-assisted, culturally responsive SSI (Lo, Correa, & Anderson, 2015) Being Respectful: Using kind words and actions CRSSI Lessons Be respectful: Using kind words and actions What is respect? Being respectful is showing others you care. What is the skill for today? Showing respect by using kind words and actions. 4

5 What are the skill steps? To show respect by using kind words and actions, we What would you do? Say nice things Do nice things Tell Kejuan to stop talking about his new backpack. Tell Kejuan I am happy you like your new backpack and talk about something else. Ask the teacher to tell Kejuan to be quiet. Prac6ce 2: Can you show me? Now it s your turn! 3 SWPBS Members Reviewed 3 lessons 14-item questionnaire Mean score = 4.85 Benefits of explicit components, support for k-1 students and facilitators; Kid President image Social Validity 2 Parents Reviewed 1 lesson 7-item questionnaire Mean score = 5.00 Culturally, we believe direction/preparation equals to success when [given] opportunities and the video[s] represent this cultural ideal. Study 2 (Lo, Kourea, Owens, Werunga, & Collins, 2016) Participants Target participants 5 AA participants (k-1) In SWPBS tier 2 intervention Peers 4 AA peers (k-1) 5

6 Dependent Variable: Rule Violations Implementation Tier 3 Be considerate of other s property Follow directions & classroom routines, allow others to learn Use kind words and actions Be a problem solver Be prepared and on time, participate and do quality work Keep all areas neat Keep hands, feet, and objects to yourself Transition carefully Use materials and equipment carefully Tier 2: CRSSI Tier 1: Baseline 3 units/15 lessons PowerPoint format min per lesson 3 facilitators supporting student dyads Behavior matrix Teaching schoolwide Schoolwide rewards Implications Blending of culturally responsive pedagogy and SWPBS (research and practice gap) Implications Increase of school capacity with staff involvement as facilitators Merits of parental input on their cultural heritage within SWPBS (building awareness, involvement, & support; Lewis, 2011) Support of Black students (preventing disproportionality) Home-school-student relationships Contact Ya-yu Lo, Ph.D., ylo1@uncc.edu Lefki Kourea, Ph.D. lkourea@uncc.edu Department of Special Education & Child Development University of North Carolina at Charlotte 6