School & Classroom

A Critique of Sociocultural Values in PBIS.

Wilson (2015) · Behavior analysis in practice 2015
★ The Verdict

PBIS can be culturally sharper if you drop brief acceptance and mindfulness moments into its three tiers.

✓ Read this if BCBAs who coach school teams or design class-wide systems.
✗ Skip if Clinicians who only do 1:1 home therapy and never touch school systems.

01Research in Context

01

What this study did

Wilson (2015) wrote a position paper. The paper says PBIS needs a cultural tune-up. It argues we should weave brief acceptance and mindfulness moves into the three-tier frame.

02

What they found

The paper does not give new data. It gives a roadmap. Add short acceptance and mindfulness activities to make PBIS fit more cultures.

03

How this fits with other research

Doughty et al. (2015) published the same year. That paper cheers two decades of PBIS success. Wilson (2015) nods to the wins but says culture was left out. The two papers sit side-by-side: one celebrates, one critiques.

Uher et al. (2024) turned the cultural idea into action. Their paper shows how to meet the new BACB ethics rule on cultural responsiveness. Wilson (2015) planted the seed; Uher et al. (2024) grew the checklist.

Jimenez-Gomez et al. (2022) widened the lens. Their review spreads the cultural fix beyond schools to all ABA practice. The 2015 PBIS note became a field-wide theme.

04

Why it matters

You run PBIS or train staff. Slip in two-minute mindfulness or values clips at Tier 1. Pick scripts that honor the families’ cultures. Start small: one morning announcement, one staff meeting. The move costs nothing and may boost buy-in.

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→ Action — try this Monday

Add a 30-second student breathing exercise after the morning pledge and note office referrals for two weeks.

02At a glance

Intervention
not applicable
Design
theoretical
Finding
not reported

03Original abstract

Horner and Sugai provide lessons learned from their work with disseminating the Positive Behavioral Interventions and Support (PBIS) model. While PBIS represents an empirical school-wide approach for maladaptive student behaviors, the model appears to have limitations regarding sociocultural values and behavioral data collection practices. The current paper provides an overview of three identified areas for improvement and outlines how administrators using PBIS can incorporate acceptance and mindfulness-based intervention procedures to address the discussed limitations.

Behavior analysis in practice, 2015 · doi:10.1037/h0100547