Creating Home—School Partnerships <i>by Engaging Families in Schoolwide Positive Behavior Supports</i>

Muscott, Howard S.; Szczesiul, Stacy; Berk, Becky; Staub, Kathy; Hoover, Jane; Perry-Chisholm, Paula

doi:10.1177/004005990804000601

Cited by 17 publications

(5 citation statements)

References 7 publications

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“…Also similar to the process for establishing expectations for a traditional classroom setting, behavioral expectations for remote instruction must be defined and taught within the context of well-established routines. Families should also be involved whenever possible (Muscott et al, 2008).…”

Section: Applying Evidence-based Classroom Management Practices To Re...mentioning

confidence: 99%

“…However, there are many challenges to remote learning, and additional information and support may be needed (Hamilton et al, 2020). Although not the primary focus of this article, family involvement is an important component of PBIS, and families play a critical role in supporting student behavior (Muscott et al, 2008), especially when instruction is provided remotely. From a purely logistical standpoint, parents and other family members may need to be the ones to intervene if a student is not engaged in remote instruction and requires additional support to do so.…”

Section: Additional Resources For Behavior Management In the Remote C...mentioning

confidence: 99%

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Classroom Management and Remote Teaching: Tools for Defining and Teaching Expectations

Goldman¹,

Finn

Leslie

2021

TEACHING Exceptional Children

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The remote instruction context presents many challenges for teachers, including managing student behavior. The practice of defining and teaching expectations is considered a high-leverage practice in special education, and should be applied to the remote setting to support the learning of students with and without disabilities. We present four recommended steps for adapting this practice for the remote setting and use a fictional vignette with example materials to demonstrate the process. Additionally, we provide other useful online resources for providing effective online instruction for students with disabilities.

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Section: Applying Evidence-based Classroom Management Practices To Re...mentioning

confidence: 99%

Section: Additional Resources For Behavior Management In the Remote C...mentioning

confidence: 99%

Classroom Management and Remote Teaching: Tools for Defining and Teaching Expectations

Goldman¹,

Finn

Leslie

2021

TEACHING Exceptional Children

View full text Add to dashboard Cite

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“…For example, Jeynes’s (2015) meta-analysis of factors related to reducing the achievement gap identified the importance of parent/caregiver engagement for academic achievement among Black and Latino students. Parent engagement also benefits other components of school life that are important for academic growth, such as school climate (Muscott et al, 2008), disciplinary incidences and school safety (Epstein & Sheldon, 2002), and parent–teacher relationships (Nzinga-Johnson, Baker, & Aupperlee, 2009).…”

Section: Benefits Of Parent and Family Engagement In Schoolsmentioning

confidence: 99%

The Parent Perceptions of Overall School Experiences Scale: Initial Development and Validation

Ball

Bates

Amorose

et al. 2017

Journal of Psychoeducational Assessment

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Parent engagement in schools is often precipitated by a thorough and genuine assessment of parents’ needs, priorities, and perceptions of their children’s schools. This study reports on the development and validation of the Parent Perceptions of Overall School Experiences Scale. Confirmatory factor analyses (CFAs) examined the factorial validity of the measure using cross-sectional survey data from 2,643 parents. In addition, a series of CFAs was conducted to explore the language invariance of the measurement model across Spanish and English versions of the scale. Predictive validity also was determined using correlational analyses. Results revealed that the five-item Parent Perceptions of Overall School Experiences Scale is a brief, universal measure of parents’ perceptions of their overall experiences with their children’s schools. Schools, parents, and community members may use this measure to assess parents’ needs and to advocate for necessary programmatic changes that serve parents and their children.

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“…For example, Ms. Hartman's and Mrs. Akinde's input on "child discipline" may suggest training opportunities the school can provide to families on effective strategies to support their children's social behavior at home and in the communities. Building and enhancing family-school and communityschool relationships is an important feature of the SWPBS framework (Muscott et al, 2008). Family and community members can be engaged in SWPBS practices in efforts to improve school climate and student social outcomes.…”

Section: Implications For Practicementioning

confidence: 99%

Using Parental Input from Black Families to Increase Cultural Responsiveness for Teaching SWPBS Expectations

Kourea

Owens

2016

Behavioral Disorders

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Despite the positive effects of school-wide positive behavior support (SWPBS) on school discipline, the overrepresentation of Black students in discipline data in SWPBS schools has alerted researchers and educators to initiate discussion about the need to blend culturally responsive pedagogy and the SWPBS approach. This qualitative research study attempts to add to this discussion by (a) exploring the perspectives of Black parents on SWPBS behavioral expectations using ethnographic interviewing, (b) incorporating parental input in the instructional design of a culturally responsive social skill curriculum, and (c) assessing the perceptions of parents and SWPBS team members on the curriculum content and design using social validity questionnaires. Results and discussion are provided in relation to findings of descriptive themes (e.g., respect, safety, family interactions, school-family interactions) from the parent ethnographic interviews and the value of using parental input to increase cultural responsiveness of school-wide behavioral expectations.

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Creating Home—School Partnerships by Engaging Families in Schoolwide Positive Behavior Supports

Cited by 17 publications

References 7 publications

Classroom Management and Remote Teaching: Tools for Defining and Teaching Expectations

Classroom Management and Remote Teaching: Tools for Defining and Teaching Expectations

The Parent Perceptions of Overall School Experiences Scale: Initial Development and Validation

Using Parental Input from Black Families to Increase Cultural Responsiveness for Teaching SWPBS Expectations

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