Positive Behavioral Interventions and Supports (PBIS) is a framework being adopted by many schools, and some claim it can integrate trauma-informed pedagogies. However, we read scholarship that shows how PBIS is fundamentally incompatible with trauma-informed education.
Later, we discuss a large-scale reciprocal reading study with significant impacts for some students is still not effective for every student. How should this shape our approach to implementing research-informed reading instruction?
- First Segment – 01:52 – PBIS v. Trauma-informed Education
- Second Segment – 27:30 – Large-scale reciprocal reading interventions
- *Kim, R. M., & Venet, A. S. (2023). Unsnarling PBIS and Trauma-Informed Education. Urban Education, Online First. https://doi.org/10.1177/00420859231175670
- **O’Hare, L., Stark, P., Cockerill, M., Lloyd, K., McConnellogue, S., Gildea, A., … & Connolly, P. (2023). Comparing the effectiveness of two reciprocal reading comprehension interventions for primary school pupils in disadvantaged schools. British Journal of Educational Psychology, e12623. https://doi.org/10.1111/bjep.12623
We drink Oatmeal Raisin Cookie, an oatmeal imperial stout from The Bruery in Placentia, CA.