Abstract
The purpose of this study is to explore the journey of one large urban inner-city school district with a high population of Hispanics in South Texas as it worked to implement Positive Behavior Intervention and Support into primary (elementary) schools. We questioned, ‘How does a large urban inner-city school district serving a majority of Hispanics, and low income population, implement PBIS into its schools?’ First, we describe Positive Behavior Intervention and Support for the purpose of this article and provide a historical and demographic overview of the school district. Then, a thematic analysis of the processes, practices, and changes is included to describe what the school and central office administrators underwent to successfully implement Positive Behavior Intervention and Support into their school and include behaviorally challenged students and students of color in the general education program.
Published Version
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