Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

Moreno, Gerardo; Gaytán, Francisco X.

doi:10.1080/13632752.2012.675132

Cited by 16 publications

(16 citation statements)

References 22 publications

(28 reference statements)

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“…From the 1st week of the semester, students are introduced to the importance of considering and respecting cultural norms and differences throughout the entire assessment process. They are assigned two readings (i.e., Moreno et al, 2014;Moreno & Gaytán, 2013) and are required to write a response regarding the importance of considering culture within the FBA process, including a discussion of the changing demographics within the United States, current issues regarding the disproportionate use of disciplinary actions with students from different races, recommendations/strategies for decreasing educator biases and other issues, and an application to the students' own clinical work. Students are also encouraged to share their own personal experiences of working with clients from different backgrounds within the weekly discussion boards.…”

Section: Course Illustrationmentioning

confidence: 99%

Initiatives to Address Diversity, Equity, and Inclusion Within a Higher Education ABA Department

et al. 2021

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Recent events have highlighted the need for behavior analysis to address issues of diversity, equity, and inclusion (DEI) in service provision and in higher education. There has been a call to action issued, noting the need for cultural humility and cultural responsiveness. An opportunity exists within training programs to ensure that students of behavior analysis are instructed in ways that promote cultural responsiveness and that equip them to serve diverse populations. Additionally, more needs to be done to engineer environments where students of behavior analysis are treated with respect and compassion, and to ensure that educational environments promote the comfort and success of all students. This article outlines the initiatives of an applied behavior analysis department to gather information about DEI on the local level, identify goals, implement change, and evaluate progress toward these goals.

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Section: Course Illustrationmentioning

confidence: 99%

Initiatives to Address Diversity, Equity, and Inclusion Within a Higher Education ABA Department

et al. 2021

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“…Furthermore, studies have demonstrated that functional assessment methodology is relevant for diverse ages, ranging from preschool (e.g., Duda, Dunlap, Fox, Lentini, & Clarke, 2004) through adolescence (e.g., Radford & Ervin, 2002; Turton, Umbreit, Liaupsin, & Bartley, 2007). In addition, cross-cultural applications suggest that functional assessment is an adaptable process responsive to differing values and social practices (Baba & Tanaka-Matsumi, 2011; Cho Blair, Umbreit, Dunlap, & Jung, 2007; Moreno & Gaytán, 2013; Theodoridou & Koutsoklenis, 2013; Turton et al, 2007). Finally, researchers have directly compared the effects of intervention that is function-derived with nonfunction-derived intervention, demonstrating the superiority of interventions linked to behavioral function (Ingram, Lewis-Palmer, & Sugai, 2005; Newcomer & Lewis, 2004; Payne, Scott, & Conroy, 2007).…”

Section: What We Have Learnedmentioning

confidence: 99%

Perspectives on Functional (Behavioral) Assessment

Dunlap

Kern

2018

Behavioral Disorders

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In the early 1990s, our group at the University of South Florida initiated a series of studies designed to develop, evaluate, and demonstrate a function-based approach to school-based interventions for the problem behaviors of elementary students with severe emotional and behavioral disorders. Our first step into this research topic was an intensive case study with a 12-year-old girl, "Jill," who had multiple disability labels, including severe emotional disturbance, and whose behavioral challenges had proven resistant to the best efforts of leading experts in numerous fields including neurology, behavioral psychology, psychiatry, applied behavior analysis, and school psychology. The strategy we adopted was just beginning to gain acceptance among behavior analysts working in the area of severe developmental disabilities, as well as the emerging approach known as positive behavior support (Horner et al., 1990), but it had not yet earned recognition in the field of emotional and behavioral disorders. The strategy entailed a process of five steps: (a) descriptive data collection including interviews and direct observations intended to reveal environmental variables associated with especially high and low rates of a target behavior; (b) formulation of hypothesis statements to describe the observed relations between these variables and the designated behavior; (c) direct testing of the hypotheses using experimental methods (ABAB designs) to confirm, reject, and, perhaps, refine the hypotheses (a procedure known as functional analysis); (d) developing and implementing an intervention plan based on the hypotheses; and (e) evaluating the effects of the intervention through systematic direct observations. The case study of "Jill" followed this sequence. After weeks of data collection, four hypotheses were developed and then tested over a 4-day period. The intervention involved several revisions to Jill's curriculum, and it resulted in an elimination of her serious behavior problems and increases in on-task behavior that maintained over the school year. This study (Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991) was the inspiration for the subsequent years of research we conducted on functional assessment and assessment-based intervention with children described as having serious emotional and behavioral disorders. With the support of research grants from the U.S.

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“…Therefore, members should be selected carefully according to the needs of each school and its population. When working with ethnically diverse youth, special consideration must be taken to ensure that an individual who is knowledgeable about the student culture and culturally responsive practices participates in the team (Moreno & Gaytán, 2013). A primary responsibility of this individual is to help determine whether a referral is reflective of true social, emotional, or behavioral difficulties or is related to cultural issues in the classroom.…”

Section: The Prereferral Teammentioning

confidence: 99%

“…Practitioners may wish to consider the perception of school and mental health services that a family is likely to have, and they should be aware that students' families might express different views on mental illness that must be respected. School personnel must also strive to be aware of environmental stressors affecting the involvement of families in the assessment process and be understanding when difficulties arise (Moreno & Gaytán, 2013). Finally, the cultural background of the interviewer is also important to consider, particularly when a rift is suspected between the interviewer's perspective and the perspective of the student, teacher, or family.…”

Section: Clinical Interviewmentioning

confidence: 99%

Social–emotional and behavioral assessment.

Blake¹,

Winters²,

Frame³

2016

Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence-Based Approaches.

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Racially and ethnically diverse youth who experience mental health challenges, particularly low-income Latino, Black, and American Indian children, may be at risk of not receiving needed psychological support because of financial and social barriers to mental health care access (Blake, Nero, & Rodriguez, 2011;Kataoka, Zhang, & Wells, 2002;Novins & Bess, 2011). Considering the significant amount of time that children spend at school, schools represent an ideal setting to provide mental health services to youth who lack resources for continuous psychological treatment. When considering how to best support the mental health needs of youth from ethnically diverse backgrounds, scholars and psychologists must consider the intertwining and confounding effects of a variety of factors, including individual and community poverty, exposure to violence and trauma, and systems of oppression that may be inherent in social constructs of race and gender (Collins, 2000

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Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

Cited by 16 publications

References 22 publications

Initiatives to Address Diversity, Equity, and Inclusion Within a Higher Education ABA Department

Initiatives to Address Diversity, Equity, and Inclusion Within a Higher Education ABA Department

Perspectives on Functional (Behavioral) Assessment

Social–emotional and behavioral assessment.

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