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Students from culturally and linguistically diverse backgrounds have historically experienced poor outcomes related to academic achievement, special education, school discipline and climate, and juvenile justice. Differences between home and school cultures likely contribute to these outcomes. Evidence-based practices in schools are promoted to improve the academic and social outcomes for all students, but attention must be paid to cultural factors when implementing practices. School-wide positive behavior supports (SWPBS) is a systems approach to promoting evidence-based practices to affect important social and academic outcomes for all students. The purpose of this article is to consider culture within the implementation context of SWPBS. To achieve this purpose, we adopt and describe a contextual perspective on culture that is based on behavioral theory and principles of behavior analysis, and incorporate findings from a review of the literature related to culture and student behavior.

The purpose of this review was to examine the methods used to conduct meta-analyses of singlesubject research involving students with and at-risk for disabilities. Specifically, the procedures used for preparing, aggregating, analyzing, and evaluating single-subject data across 68 primary syntheses were examined. In addition to these methodological and reporting issues, the present review also considered various characteristics of syntheses to determine their overall prevalence and focus. Results of the review indicated that the publication rate of single-subject meta-analyses has increased considerably in recent years, focusing equally on students with high-and low-incidence disabilities. This review revealed considerable variability in the methods and procedures used to synthesize single-subject research. Based on these findings, suggestions for future single-subject meta-analyses were made.

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A review of the literature related to culture and student behavior reveals a number of interesting observations that are not surprising. First, culture is a difficult construct to define and has been defined variably over the years. Second, schools are becoming increasingly diverse, and evidence-based behavior management practices have been implemented with varied levels of integrity and varied outcomes. Third, students who spend more time outside the classroom because of disciplinary consequences are at increased risk for negative outcomes, such as diminished academic identity, deficient academic skills, and higher attrition. The school-wide positive behavior supports (SWPBS) framework has been implemented in numerous settings with student populations representing a variety of cultures. A literature review and concept article were developed concurrently and were found to inform each other. In this study, a review of existing literature on culturally and contextually relevant strategies for behavior management in schools was conducted. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.