Disproportionate Representation of Disproportionate Representation of Minority Students in Programs for Minority Students in Programs for
Students with Behavioral DisordersStudents with Behavioral DisordersOhio CCBDOhio CCBD
June 26, 2009June 26, 2009
Gwendolyn Cartledge, Ph.D.The Ohio State University
[email protected] Gibson
[email protected] Keyes
Presentation Outline
Disproportionality for Culturally Diverse Learners (CLD)
Cultural Competence in Perceptions
Cultural Competence in Behavioral Interventions
Cultural Competence in Academic Interventions
Disproportionate Minority Representation in Special Education
Minority students are disproportionately over-represented in special education
African American children are identified at 1.5 to 4 times the rate of white children in the disability categories of LD, MR, and EBD. They make up 14.8% of pupil population but 26.4% of students in EBD (Drakeford, Cramer, & Staples, 2006; Losen & Orfield, 2002)
There is disproportionality in the representation of Native and Hispanic Americans in some areas as well
Asian American children are under identified in these areas, raising the question of whether the special education needs of these children are being met
Prevalence of EBD in CLD groups
EBD more prevalent in African-American youth from low-SES households and families without two parents
(Achilles, McLaughlin, & Croninger; 2007)
Rates of EBD by gender
Girls underidentified for EBD. Possible factors: internalizing might not be detected by existing measurement/identification toolsgender role assumptions
(Rice, Merves, & Srsic; 2008)
Sample population in Quality of Life study: Out of 86 students, only 19 female (Sacks & Kern; 2008)
Ohio rates by gender
Males overwhelmingly identified with EBD as opposed to females
ODE Power Report 2007-2008 enrollment by student demographic:
Males comprised 80% of students enrolled w/EBD
Ohio EBD prevalence by group
2007-2008
School Year
Percent of School Population
Males Females
Percent of EBD Population
Males Females
Asian or Pacific Islander .7 .8 .2 .2
Black, Non-Hispanic 8.3 8.1 25 7
Hispanic1.3 1.3 1.6 .3
American Indian or Alaskan Native .05 .05 .1 NC
Multiracial1.7 1.7 3.6 .9
White, Non-Hispanic 39 37 49 12
Discipline and exclusion
Highest disciplinary rates for students w/EBDEBD & ADHD more likely than LD to be excluded;
African-American & Hispanics more likely than Whites to be excluded;
Male and older students more likely be excluded(Achilles et al., 2007)
More severe disciplinary procedures used for students with EBD (Bradley, Doolittle, & Bartolotta; 2008)
Setting
Students with EBD participate in general education curriculum less:
are more likely to be serviced with other students with EBD; are excluded from instructional settings more than any other disability category (Bradley et al., 2008)
More segregated settings for AA, Hispanic, Native Am, & ELL students as opposed to White, Asian/PI, other, and non-ELL students (De Valenzuela, Copeland, Qi, & Park, 2006)
Outcomes for Students with EBD
Poor school and post-school outcomes for students with EBD; with negligible change over time (Bradley et al., 2008; Kern, Hilt-Panahon, & Sokol; 2009)
More likely to receive lower grades and have the lowest high school completion rate (e.g., drop out at twice the rate of general education students)
Difficulty with employment, postsecondary education, personal relationships, and high rate of involvement in justice system
(Bradley et al., 2008)
Outcomes (cont’d)
Consistently highest dropout rates for students with EBD and LD
Lower odds of dropping out if:never have been retained; prepared for class;completed homework; tardy less often
Greater odds of dropping out if:misbehave more;cut class; absent
(Reschly & Christenson, 2006)
Data from One Elementary School:Disciplinary Data Summary
Nearly 50% of school population had disciplinary referrals.
Number of referrals increased dramatically in the spring of each school year.
Males received more referrals than females: 60% year 1, 73% year 2.
African American males:
% in population % referrals
Year 1 41.6% 53.1%
Year 2 38.5% 64.3%
0
10
20
30
40
50
60
70
80
Sep.00
Oct.00
Nov.00
Dec.00
Jan.01
Feb.01
Mar.01
Apr.01
May.01
Sep.01
Oct.01
Nov.01
Dec.01
Jan.02
Feb.02
Mar.02
Apr.02
May02
Month
Nu
mb
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of
off
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re
ferr
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15 or more referrals (16 students)5-14 referralsm (16 students)1-4 referrals (9 students)
Data from One Elementary School:Frequent Repeaters
Year 1Year 2
Culturally competent teachers are able to face themselves - are introspective (Howard 2003)
When dealing with disciplinary actions, for example, teachers need to ask:• Are disciplinary actions disproportionate to
one subgroup?• What messages are being sent to student
members of that group and to non-members?
• Are students punished for teachers’ lack of skill in behavior management?
• Are students punished for culturally specific behaviors?
School orientation begins to dwindle at about the 4th grade. Boys begin to seek other means to affirm themselves, perhaps due more to hostile school climate than to peer pressure against “acting white.”
When removal from classroom life begins at an early age, it is even more devastating, as human possibilities are stunted at a crucial formative period of life. Each year the gap in skills grows wider and more handicapping, while the overall process of disidentification … encourages those who have problems to leave school rather than resolve them in an educational setting (Ferguson, p. 230).
Cultural Competence
Ways in which schools aggravate social adjustment problems of culturally diverse learners:
Monocultural curriculum (fail to recognize background of culturally diverse learner)
Individualistic/competitive environments
Disproportionate disciplinary referrals with harsher penalties
More restrictive educational placements
Low expectations
Cultural Competence
Clash between culture of school (control/authority) & males (need to be empowered/affirmed) cultural discontinuities
Need for greater cultural competence by school personnel
Reduce hostile school climate through culture of caring
Develop positive student - teacher relationships
Provide direct and intense instruction in desired social and academic skills
Cultural Competence
Empower and affirm males through:
Social skill instruction in needed behaviors
Individualized behavior plans
Effective/intensive academic instruction
Social Skills Instruction
Motivation and Rationale
Skill Components/Steps
Modeling
Guided Rehearsal and Practice
Independent Practice
Skill Review and Reinforcement
Maintenance and Generalization
““Responding to Conflicts and Responding to Conflicts and Aggression” InstructionAggression” Instruction
Using folktale to teach social skills (Cartledge & Kleefeld, 1994; in press)
A Lot of Silence Makes a Great Noise
Skill Components
When someone says or does something to bother or threaten us, we:
1. Don’t look at the person. 2. Don’t talk to the person.3. Think about how to get away.4. If you can, get away.5. Go to a safe place.6. If necessary, call for help.
Modeling, Guided, and Independent Practice
Situation: You are walking home from school. Two bullies, both bigger than you are, call you names and threaten you.
I’m not going to look at them. I’m not going to talk to them.I’m going to ignore them and continue walking.I’m going to walk faster so that I can get home quickly and safely.
Reinforcement, Maintenance, Generalization
Self-management
When someone teases me or challenges me,
I ….. Mon Tues Wed Thurs Fri
Don’t look X Don’t talk X Walk away X Tell my teacher
Touchdown
Reinforcement, Maintenance, Generalization
Integrated curriculum (e.g., culturally specific literature, journal writing)
Classwide and schoolwide instruction
Collaboration with family and community members
Group contingency
As peer coach
Affirmation
For his good team work and
leadership…
By the power invested in Ms. Jones’ 3rd grade class… we hereby announce…
James Brownas our very own
Quarterback
Reinforcing Appropriate Behavior
“[B]ehaviors which are supported and recognized are the ones which will increase” (Rhode, Jenson, &
Reavis, 1992, p. 27).“Good job, James, for following directions.”
vs.
“Stop it, James. You are interrupting the class.”
If the student’s appropriate behavior does not increase, whatever you are doing is not reinforcing to the student (not working).
James
Academic Instruction
Good teaching as first line of defenseMany students’ problem behavior are results of poor academic achievement• “I can’t do the work. I’m bored. So let’s find
something else to do!!” (academic escape)
Good teaching produces “double” effects
Good teaching requiresMaximum number of instructional trials (fast pace + no down time)
Students’ overt responses
Error correction with repeated practice
(Lambert et al., 2006)
Early Identification
Identify children at-risk as early as possible
Children born into high risk situations considered for intervention from birth
High quality in home and preschools programs• 4 and 5 year olds participating in a half day
preschool had 32% fewer special ed placements
(Conyers, Reynolds, & Ou, 2003)
Early Academic Intervention
School-based assessment to identify at-risk students
Link between academic deficits and behavior problems
Increased focus on early reading skillsDynamic Indicator of Basic Early Literacy Skills (DIBLES)• Focuses on phonemic awareness and oral
reading fluency
Importance of P.A. and ORF
Students still behind in third grade rarely catch up to peers
These skills should be assessed and taught early
Research demonstrates intervention for PA and ORF successful in increasing targeted skills and reducing behavior disruptions (Kourea, Cartledge, & Musti-Rao, 2007; Koutsofats, Harmom, & Gray, 2008; Lane, Menzies, Munton, Von Duering, & English, 2005; Staubitz, Cartledge, Yurick, and Lo, 2005)
Reading Intervention
First-graders in two schools 6 boy and 2 girls
Ages 6 to 8 years old
African-American
Low-income, urban schools
Identified as “at-risk”• DIBELS winter benchmark
Oral reading fluency scores
All students were either “at-risk” or “some risk”
InterventionComputer based reading program • Focused on increasing reading fluency• Repeated reading sequence• Stand alone • Supplemental reading curriculum
Students used program:• 30 minutes per day• 3 to 4 times per week• 5 months (Jan to May)
Results
Treatment Generalization
Student BL TX1 TX2 BL TX1 TX2
Lance 13 44 58 11 15 27
Stevie 11 51 70 8 14 25
Sheba 20 70 100 24 22 44
Ashley 28 70 80 22 36 50
Marvin 12 42 46 19 17 30
Clyde 16 52 70 22 20 41
Malik 15 64 74 24 28 43
Tyrone 20 61 71 27 34 38
Oral Reading Fluency Rates (measured as correct words per minute)
DIBELS Winter and Spring Benchmarks
DIBELS Winter DIBELS Spring
1st Grade-Benchmarks 1st Grade-Benchmarks
Student ORF Risk Status ORF Risk Status Words Gained
Lance 6 At Risk 21 Some Risk +15
Stevie 7 At Risk 21 Some Risk +14
Sheba 16 Some Risk 40 Low Risk +24
Ashley 15 Some Risk 49 Low Risk +34
Marvin 7 At Risk 21 Some Risk +14
Clyde 9 Some Risk 31 Some Risk +22
Malik 14 Some Risk 27 Some Risk +13
Tyrone 9 Some Risk 25 Some Risk +16
Summary of Results
School 1 School 2
Tx Gen Tx Gen
Baseline 16 CWPM 24 CWPM 18 CWPM 17 CWPM
Intervention 52 CWPM 32 CWPM 63 CWPM 30 CWPM
Gains + 36 CWPM + 8 CWPM + 45 CWPM + 13 CWPM
5 out of 8 students lowered risk status on DIBELS
References Achilles, G. M., McLaughlin, M. J., & Croninger, R. G. (2007). Sociocultural correlates of disciplinary exclusion
among students with emotional, behavioral, and learning disabilities in the SEELS national dataset. Journal of Emotional and Behavioral Disorders, 15(1), 33-45.
Bradley, R., Doolittle, J., & Bartolotta, R. (2008). Building on the data and adding to the discussion: The experiences and outcomes of students with emotional disturbance. Journal of Behavior Education, 17, 4-23.
Cartlege, G., & Kleefeld, J. (in press). Working together: Building children’s social skills through folk literature. Research Press
Conyers, M. J., Reynolds, A. J., & Ou, S-R. (2003). The effects of early childhood intervention and subsequent special education services: Findings for the Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis, 25, 75-95.
De Valenzuela, J. S., Copeland, S. R., Qi, C. H., & Park, M. (2006). Examining educational equity: Revisiting the disproportionate representation of minority students in special education. Exceptional Children, 72(4), 425-441
Drakeford, W., Cramer, E., Staples, J. (2006). Minority confinement in the juvenile justise system: Legal, social, and racial factors. Teaching Exceptional Children, 39 (1), 52-8.
Ferguson, A.A. (2001). Bad boys: Public schools in the making of black masculinity. Ann Arbor: The University of Michigan Press.
Kern, L., Hilt-Panahon, A., & Sokol, N. G. (2009). Further examining the triangle tip: Improving support for students with emotional and behavioral needs. Psychology in the Schools, 46(1), 18-32.
Kourea, L., Cartledge, G., & Musti-Rao, S. (2007). Improving the reading skills of urban elementary students through total class peer tutoring. Remedial and Special Education, 28, 95-107.
Koutsofats, A. D., Harmom, M. T., & Gray, S. (2009). The effects of a tier 2 intervention for phonemic awareness in a respons-to-intervention model in low-income preschool classrooms. Language Speech, and Hearing Services in Schools, 40, 116-130.
Lane, K. L., Menzies, H. M., Munton, S. M., Von Duering, R. M., & English, G. L. (2005). The effects of a supplemental early literacy program for a student at risk: A case study. Preventing School Failure, 50, 21-28.
Losen, D.J., & Orfield, G. (2002). Racial inequality in special education. Cambridge, MA: Harvarrd Education Publishing Group.
Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292.
Rhode, G., Jenson, W.R., & Reavis, H.K. (1992). The tough kid book: Practical classroom management strategies.Longmont, CO: Sopris West.
Rice, E. H., Merves, E., & Srsic, A. (2008). Perceptions of gender differences in the expression of emotional and behavioral disabilities. Education and Treatment of Children, 31(4), 549-565.
Sacks, G. & Kern, L. (2008). A comparison of quality of life variables for students with emotional and behavioral disorders and students without disabilities. Journal of Behavior Education, 17, 111-127.
Staubitz, J. E., Cartledge, G., Yurick, A. L., & Lo, Y. (2005). Repeated reading for students with emotional or behavioral disorders: Peer- and trainer-mediated instruction. Behavioral Disorders, 31, 51-64.
Thank You!Thank You!
Gwendolyn Cartledge
Lenwood Gibson
Starr Keyes
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