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

cartledge.1@osu.eduLenwood Gibson

Gibson.476@osu.eduStarr Keyes

Keyes.20@osu.edu

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%

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Sep.01

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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

cartledge.1@osu.edu

Lenwood Gibson

Gibson.476@osu.edu

Starr Keyes

Keys.20@osu.edu