Diversity Dialogue: Spotlight on School Psychology Innovators Ernesto R. Barnabas, Jr., M. Ed....

Diversity Dialogue: Spotlight on School Psychology

Innovators

Ernesto R. Barnabas, Jr., M. Ed.Patricia H. Manz, Ph.D.

Lehigh University

What Do Culturally Diverse Parents Prefer?

Agenda

• Background in diversity

• Professional experiences in diversity

• Specific research interests in diversity

• Independent research in diversity

• Future research and clinical interests in diversity

BackgroundLocal elementary school attended by Ernesto (Denver, CO, 80223) Demographics

Academic Test Scores

White Black Latino / Hispanic

Asian / Pacific

Islander

American Indian / Native

Alaskan

Multi-Ethnic

IEP / Special

Ed ELL Economic

Disadvantage

CSAP Grade 3 Reading

-- -- 31% -- -- -- -- 33% 32%

CSAP Grade3 Math

-- -- 33% -- -- -- -- 47% 34%

Ethnicity This School State Average

Hispanic 91% 27%

White, not Hispanic 5% 63%

Black, not Hispanic 3% 6%

Asian/ Pacific Islander <1% 3%

American Indian/ Alaskan Native <1% 1%

Source: NCES, 2005-2006 This School State Average

Students eligible for free or reduced-price lunch program 81% 33%

Source: NCES, 2005-2006

BackgroundAcademic Test Scores


Asian / Pacific

Islander


Alaskan

Multi-Ethnic

IEP / Special

Ed ELL Economic

Disadvantage


-- -- 31% -- -- -- -- 33% 32%

CSAP Grade3 Math

-- -- 33% -- -- -- -- 47% 34%

BackgroundLocal middle school attended by Ernesto (Denver, CO, 80223) Demographics Student Ethnicity


Hispanic 92% 27%



American Indian/ Alaskan Native 1% 1%

Asian/ Pacific Islander <1% 3%


Students eligible for free or reduced-price lunch program

88% 33%




Asian / Pacific

Islander


Alaskan

Multi-Ethnic

IEP / Special

Ed ELL Economic

Disadvantage


-- -- 17% -- -- -- 0% 11% 19%

CSAP Grade 6 Math

-- -- 21% -- -- -- 5% 11% 20%

BackgroundLocal high school for Ernesto’s neighborhood (Denver, CO 80204)

Demographics Student Ethnicity


Hispanic 88% 27%




Asian/ Pacific Islander 1% 3%



78% 33%




Asian / Pacific

Islander


Alaskan

Multi-Ethnic

IEP / Special

Ed ELL Economic

Disadvantage


-- -- 23% -- -- -- 0% 14% 29%

CSAP Grade 9 Math

-- -- 7% -- -- -- 2% 12% 8%

BackgroundOverflow high school for Ernesto’s neighborhood (Denver, CO 80219)



Hispanic 86% 27%







73% 33%




Asian / Pacific

Islander


Alaskan

Multi-Ethnic

IEP / Special

Ed ELL Economic

Disadvantage

CSAP Grade9 Reading

-- -- 21% 28% -- -- 4% 9% 21%

CSAP Grade 9 Math

-- -- 5% 39% -- -- 0% 6% 5%

Brief summary: Hopelessness

• Exclusion

• High aggression – Bullying, violence, gang activity

• Pervasive academic failure

BackgroundMagnet program high school attended by Ernesto (Denver, CO, 80224)





Hispanic 18% 27%


American Indian/ Alaskan Native

<1% 1%


This School State Average

Students eligible for free or reduced-price lunch program 41% 33%




Asian / Pacific

Islander


Alaskan

Multi-Ethnic

IEP / Special

Ed ELL Economic

Disadvantage


91% 43% 45% 87% -- -- 8% 38% 40%

CSAP Grade 9 Math

72% 12% 24% 78% -- -- 2% 24% 13%

Brief Summary: There is hope!

• Cooperation

• Low aggression

• Differential Academic Problems– Some problems, not failure

Professional Experiences • Lehigh University Coursework & Practica

– Provision of psychological services with low-income and ethnic minority families

• Lehigh University (Bethlehem, PA)• Upper Darby School District (Upper Darby, PA)• Sacred Heart Hospital (Allentown, PA)• Children’s Hospital of Philadelphia (CHOP; Philadelphia,

PA)

Professional Experiences

• Community Partnership research– Provision of psychological services with low-income and

ethnic minority families• Lehigh University Research Projects

• Systems-level prevention research– Provision of psychological services with low-income and

ethnic minority families, schools, & communities• Devereux Center for Effective Schools (CES)• Children’s Hospital of Philadelphia (CHOP)

Professional Experiences

• Continuous work towards cultural competency– Improved Spanish language skills– Intensive work with families of diverse origin

across multiple urban settings• African-American• Latino, recent immigrant, & ELL/LEP

– Puerto Rico, Dominican Republic, Peru, Ecuador, El Salvador

Specific research interests: Systems-level prevention science

• Develop behavioral, social, emotional, and academic competence among low-income and ethnic minority families with or at-risk for developing chronic health problems

• Prevention of community, school, family, and individual health risk factors affecting antisocial behaviors and related health sequelae (e.g., violence, drug abuse, and crime).

• Competence and health promotion through partnership research, multi-systemic assessment and intervention, coursework and continuing education across pediatric and school psychology, and extracurricular community activities to promote resilience among “at-risk” populations

Independent Research

• Partnership-based research– Family, school, and social work systems

• Identify low-income and ethnic minority families’ preferences toward fundamental components of Behavioral Parent Training (BPT) programs. – Evidence-based practice– Effectively reduce challenging behaviors– Preventing at-risk children from developing clinical levels

of the antisocial behaviors– Prevent the development of emotional and behavioral

disorders (EB/D).

Independent Research• Despite supporting evidence, BPT programs have had low participation

levels among caregivers from diverse, urban communities. • 1) What specific components of PMT are the most preferred for primary

caregivers from low-income and ethnic minority cultures?

• 2) What specific components of PMT are the least preferred for primary caregivers from low-income and ethnic minority cultures?

• 3) Do the specific components identified from questions 1 and 2 significantly differ between African-American and Hispanic-American families?

Independent Research• Partnership-based process of co-development and

evaluation– Pilot study to co-develop final Q-sort measure

• Quantitative and qualitative feedback to finalize measure – Subjective perspective of specific population / “target

market”

• 50 participants– 10 in the pilot study development– 40 in the final measure

The expert for judging both (content and face validity) is the individual client. Surveying the content of the assessment instrument to determine its relevance to the client's problem will be undertaken jointly by the practitioner and client. Irrelevant content will be identified and removed. The resulting instrument will have face validity by definition, since its content will have been judged relevant by the client. Incidentally, the content validation process, when carried out in this way . . . Helps to assure that the ultimate goals of intervention are appropriately chosen, since these goals, and/or components thereof, will comprise the content of the instrument.

John D. Cone, 1988


• Partner with Head Start to provide family-based workshops – Community providers of child and family services – Satisfy needs of families & service workers– Participation described and encouraged by family

service workers


• Results– 3 Preferences for BPT Programs– Active-Responsive Preferences

• MORE praise, attention, and home-based rewards

• LESS child development, accessing community resources for family services, and the relationship between culture and parenting style


• Results– 3 Preferences for Parenting Programs– No-Nonsense Preferences

• MORE improving parent-child attachment, setting appropriate limits, and preparing children for school and life in the future

• LESS planned ignoring, avoiding physical punishment, and accessing community resources for family services


• Results– 3 Preferences for Parenting Programs– Passive-Permissive Preferences

• MORE avoiding physical punishment, learning about child development, and preparing children for the future in school and life

• LESS setting appropriate limits, using home-based rewards, and using time out procedures correctly


• Results– One size does not fit all

• Variance is always greater within groups than between groups

– Innovative and effective approach for creating culturally relevant interventions in the future

• Potential Screening Measure– Individualize BPT Instruction toward the specific needs of the

parents – Using programming preference factors


• Results– 2007 National Association of School Psychologists

“Graduate Student Research Award”– Future of School Psychology priorities:

• Improving social-emotional functioning for all children • Increasing child and family services in schools that

promote health and mental health and are integrated with community services

• Enhancing family-school partnerships and parent involvement in schools

Throwing the baby out with the bathwater?

Programs must address the individual needs of participants . . . one-size-fits-all programs appear to work best for those who least need the intervention and may exacerbate the problem faced by those most in need. When a prevention program is not relevant, programs may have difficulty in recruiting and retaining high-risk participants . . . (who) must be included in the program planning and implementation to ensure that their needs are recognized.

Nation, Crusto, Wandersman, Kumpfer, Seybolt, & Morrissey-Kane, et al., 2003

Future Interests

• Using marketing research to co-develop BPT programs– Better fit for the needs of a variety of diverse

families

• Applying same marketing research to co-develop other existing, evidence-based “standard protocol” interventions– Better fit the specific needs of diverse

populations

Future Interests

• School-family-community partnerships

• Research Institution Partnerships – Universities / hospitals

• Additional funding avenues• Advanced graduate practicum students in school

psychology, pediatric psychology, clinical psychology, and clinical social work

• Other related resources

Future Interests


• School Partnerships – School consultation

• School-Wide Positive Behavior Support– Tier 1-3 Standard Protocol Interventions

• Response to Intervention and Instruction – Tier 1-3 Standard Protocol Interventions

Future Interests


• Family Partnerships

– Family-based community agency partnership to co-develop after school care

• Additional Tier 2 & Tier 3 Child & Family Supports

Academic Systems Consultation Behavioral Systems Consultation

1-5%1-5%

5-10% 5-10%

80-90%

80-90%

Intensive, Individual Interventions•Individual Students•High intensity assessment & intervention•School increased standard protocol (time, size, days.)•Family Center Academic + Family Homework standard protocol & problem solving

Intensive, Individual Interventions•Individual Students•High intensity assessment & intervention•School FBA & BIP•Family Center Parent + Student standard protocol & problem solving

Targeted Group Interventions•Some students (at-risk)•Standard Protocol Reading and Math Remediation programs•Develop basic math / skills (Big Ideas)•Build academic strategies (SRSD)•Family Center remedial intervention informed by school progress monitoring data

Targeted Interventions•Some students (at-risk)•Standard Protocol Mental Health Prevention Programs•Build coping skills and competence •Reduce disruptive and aggressive, antisocial behaviors•Reduce internalizing behaviors interfering w/ functioning•Family Center group behavioral intervention supporting school-based intervention programming

Universal Interventions•RtII & Research-based core curriculum•Preventive, proactive, engaging instruction•Benchmark data collection system•Progress monitoring data collection system•RtII Core Team with regular meetings•RtII Grade-Level Team with •regular meetings

Universal Interventions•SWPBS•Recognition System for pro-social behavior•Consequence system for antisocial behaviors•Data Collection System•Leadership Team with regular meetings

Family Co-Development

My Dream . . .

Thank you!

[email protected]

Diversity Dialogue: Spotlight on School Psychology Innovators Ernesto R. Barnabas, Jr., M. Ed....

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