Disciplinary practices in the K-12 setting have historically shown a higher propensity for harsher punitive practices for students of color. This is evidenced by years of research describing disproportionate disciplinary practices. These disproportionate practices have created an ethical dilemma in our school system, as students of color have experienced higher rates of office discipline referrals, school suspensions, and expulsions. One method used in the school system to address disproportionate punitive practices is positive behavior intervention supports (PBIS). Positive behavior intervention supports is a systematic pro-active and preventative model that uses evidence-based interventions to reduce behaviors of concern. This chapter examines the use of PBIS to address the ethical dilemma created in the school system due to disproportionate punitive practices.
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As more children enter school with factors placing them at-risk for developing academic and behavior problems, it is important for schools to have programs in place for early intervention and prevention. Researchers at the Center for Disease Control (CDC) found 15.4% or 1 in 7 U.S. children aged 2-8 were reported by parents to have a diagnosed mental, behavioral, or developmental disorder (Bitsko, Holbrook, & Robinson, 2016). Furthermore, disaggregated data revealed males, non-Hispanic white children, and children from low socio-economic backgrounds demonstrated higher probabilities of being diagnosed with a mental or behavior disorder. Approximately, 20% of adolescents, ages 13-18 have been diagnosed with or will be diagnosed with a mental health condition (https://www.nami.org/NAMI/media/NAMI-Media/Infographics/Children-MH-Facts-NAMI.pdf). In 2007, over 5% of children ages four to seventeen were reported by a parent/guardian to have serious difficulties with emotions, concentration, behavior, and/or social skills (National Center for Health Studies, 2007). This percentage remained consistent from 2001 to 2007. In the same study, eight percent of adolescents presented with a Major Depressive Episode in 2007. While research has demonstrated the importance of early intervention in addressing social-emotional and behavioral disorders, there continues to be a significant delay between onset of symptoms and treatment. The National Alliance on Mental Illness (“Closing the gap for children’s mental health”, 2012) reports that on average, there is an eight to 10-year delay between the initial onset of symptoms and intervention. According to Walker, Gresham, and Ramsey (2004) approximately 20% of school age youth require comprehensive mental health services; however, in traditional service delivery models, only one percent of students receive mental health services from the school. The cost of failing to intervene early in the development of maladaptive behavior and mental health issues is extremely high. Students displaying persistent levels of antisocial behaviors are more likely to drop-out of high school and engage in drug use. Moreover, these behaviors are often comorbid with learning disabilities, hyperactivity, and depression (Walker et al., 2004).