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Implementation of Schoolwide Positive Behavior Support in Urban Settings

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Handbook of Positive Behavior Support

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

In 1983, the National Commission on Excellence in Education branded our nation's children at risk for failure. Kozol (1991) documented that a “differential system” of educating our children existed, and that differentiation is often tied to socioeconomic status and race. In 1995, Tyack and Cuban considered the magnitude of demands placed on schools to be the salvation of society. They also noted that schools are typically criticized for their decline, while other public entities have not had the same level of scrutiny. Efforts to reform public education are taken to resolve a multitude of societal issues. Key questions for educators and advocates for children are whether our nation's children are still at risk for educational failure, if socioeconomic factors and race/ethnicity are still critical variables associated with educational risk, and last if it is appropriate to hold all schools to the same standards.

Students in urban districts face multiple challenges, which can become exacerbated when students are not effectively supported in their schools. Students in urban districts who exit school due to suspension, expulsion, or dropping out remain in the school's neighborhood, experiencing chronic exposure to violence, drug and alcohol abuse, and higher mortality rates (Horner, 1990; Lane., Lanza-Kaduce, Frazier, & Bishop, 2002). The desired outcomes for students in urban schools are no different from those for their rural or suburban counterparts: improved academic and social-behavioral outcomes, effective family involvement and partnerships, and communities that are committed to their students. Undoubtedly, poverty-stricken neighborhoods are more prevalent in urban districts and pose additional considerations for students, especially academic failure (Gottlieb, Alter, Gottlieb, & Wishner, 1994).

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Authors
  1. Robert Putnam
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  2. Amy McCart
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  3. Peter Griggs
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  4. Jeong Hoon Choi
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Editor information

Editors and Affiliations

  1. Dept. Special Education, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS, 66045-7534, USA

    Wayne Sailor

  2. Florida Mental Health Institute Div. Applied Research, University of South Florida, 2778 Mayberry Drive, Reno, NV, 89509, USA

    Glen Dunlap

  3. Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT, 06269-2064, USA

    George Sugai

  4. Dept. Special Education, University of Oregon, 1235 University of Oregon, Eugene, OR, 97403-1235, USA

    Rob Horner

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Putnam, R., McCart, A., Griggs, P., Choi, J.H. (2009). Implementation of Schoolwide Positive Behavior Support in Urban Settings. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_19

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