Examining Proportional Representation of Ethnic Groups within the SWPBIS Model

Abstract

The quantitative study seeks to analyze if School-wide Positive Behavior Intervention and Support (SWPBIS) model reduces the likelihood that minority students will receive more individualized supports due to behavior problems. In theory, the SWPBIS model should reflect a 3-tier system with tier 1 representing approximately 80%, tier 2 representing 15% and tier 3 representing 5% of all students within the school. The study uses the amount of Office Discipline Referrals as an indicator if students need group or individualized support, found within tier 2 or 3. A statistical representation of each schools overall 3-tier layout is calculated based on whole school population and then on students of specific minority population. The percentages of minority students in each section of the tiers, based on ODRs, should reflect the basic SWPBIS model should proportionally reflection the population of students within the school. An additional analyze of the predictive variables, school and student, will be evaluated as to the impact they present on the likelihood of a student needing additional support. The results will examine whether or not that the SWPBIS model is reducing disproportionality by proportionally representing students within tier 2 and 3. It will also provide insight into other potential predictor variables beyond ODRs, for students being within tier 2 or 3 supports. Understanding if students are represented proportionally within in the tiers can impact future research and practices around SWPBIS. It can also impact the affectability of SWPBIS as a piece of the Response to Intervention (RtI) used to determine if students are at risk for special education supports within Emotional Behavior Disorder (EBD).