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?
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