Serving Culturally Diverse Children with Serious Emotional Disturbance and Their Families

Cartledge, Gwendolyn; Kea, Cathy D.; Simmons-Reed, Evette

doi:10.1023/a:1014775813711

Cited by 23 publications

(4 citation statements)

References 11 publications

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“…In the cases when families have multiple barriers to accessing ASD interventions due to intersectional oppressions such as racism, sexism, and classism demonstrated through socioeconomic limitations and institutionalized bias; families often rely on familial support as well as cultural and spiritual traditions and beliefs to overcome the stressors of the recent diagnosis (Cartledge et al, 2002;Xu, 2007). Furthermore, previous studies have also found that race and SES influence a family's access to intervention services and are highly contingent on the parent's academic attainment and possession of cultural capital .…”

Section: Disparities Are Red Flags For Institutional Racismmentioning

confidence: 99%

The Developmental Process of Parent Advocacy for Black Mothers of Children on the Autism Spectrum

Morgan¹

2022

Proceedings of the 2022 AERA Annual Meeting

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Dedication and AcknowledgementsThis dissertation is dedicated to my mother, my grandmother, and all of the mothers that poured into me and into others for generations. It has been a beautiful struggle to uplift the voices of those of us that have been silenced for too long.I must thank my God, my husband, and my children for being with me throughout this process and never leaving my side. I also need to thank my community, the many scholar friends that I have met along the way that have helped to shape and mold me into the scholar I am today.My Xavier University crew, Attiyya, Sonata, Danielle, and Fatmata; you believed that I would be "Dr. Beth" over 20 years ago; I will always value your sisterhood. My Harvard homies, Keishana, Hope, and Brian; you are not only my friends, but you are also my family. To the students, parents, and teachers that I have been honored to work with during my 16+ years career as an educator. It is your example of perseverance and determination that paved the path to get me here. To my countless colleagues over the years at UC Davis: MIND/CEDD, AUCD, Los Rios Community College, and SCOE what a privilege it has been to work with you all. To my Qual Scholars/FYD writing group, your brilliance sharpened my scholarship, but your friendship improved my life. Thank you to my formal advisors and informal advisors, there are too many to list, but your mentorship is valued and appreciated. Last, thanking my research assistant team, Aziza Litterjohn, Efren Rodriguez, Felipe Avila, and Jamie Bolander, your commitment to this project really made such a difference. Permission has been granted for use of published study 1 "Narratives of Single, Black Mothers using Cultural Capital to Access Autism Interventions in Schools by publisher Taylor & Francis. "It's the possibility of having a dream come true that makes life interesting.

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Section: Disparities Are Red Flags For Institutional Racismmentioning

confidence: 99%

The Developmental Process of Parent Advocacy for Black Mothers of Children on the Autism Spectrum

Morgan¹

2022

Proceedings of the 2022 AERA Annual Meeting

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“…Research indicates that many resources needed to support the academic, behavioral, and social-emotional needs of students with EBD who identify as BIPOC are provided within the community (Marsh et al, 2017). To maximize the impact of instruction and intervention for students with EBD, curriculum and intervention should reflect the lives and worldviews of students and their families through the integration of culturally sustaining pedagogy and practices (Cartledge et al, 2002;Siperstein et al, 2011) and to explicitly provide links between interventions and the differing environments of students with EBD (Buchanan et al, 2016;. To accomplish this, educators must display an understanding of the social skills and methods of engagement used in the home and community by students with EBD (Cartledge & Kourea, 2008).…”

Section: Emotional and Behavioral Disorders In Urban Environmentsmentioning

confidence: 99%

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

Morgan

Bengochea

Reed

2021

Intervention in School and Clinic

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Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for their outcomes. However, teachers often have a deficit-perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.

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“…For example, the skills necessary to function successfully at school differ from skills required in the home or community, and the social skills needed by a child or youth to be accepted by their peers often are not skills accepted in the school or home environment. There are social subcultures as well in which a child/adolescent interacts within all of these environments based on culture, age, language spoken, disability, and economic group (Cartledge et al, 2002;Jagers et al, 2019).The ability to be socially competent in a variety of settings and situations is a component of social resiliency. It is considered to be imperative for healthy emotional development during childhood/adolescence and for positive adult outcomes (Domitrovich et al, 2017).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

Social Skills Prioritization: Gathering Consensus From Parents, Students, and Teachers

Dobbins

Brandon

Jones

et al. 2022

Intervention in School and Clinic

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The ability to interact with others in socially appropriate ways is critical for functioning in the community, school, and at home. These interaction skills are considered to be a crucial component of social resiliency and are believed to be important developmental skills, particularly for children/youth with disabilities. This article discusses the prioritization process concerning the importance of specific social skills to be taught in school through the perceptions of parents, teachers, and students. This involves the participants viewing specific social skills with a focus on the importance of their usage within the contexts of home/community, school, and with peers. The collection of data from the three informant groups is discussed, and the building of consensus through the prioritization of the social skills is presented and illustrated. The resulting prioritization list of skills then determines the order of the skills to be taught through a social skills curriculum.

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Serving Culturally Diverse Children with Serious Emotional Disturbance and Their Families

Cited by 23 publications

References 11 publications

The Developmental Process of Parent Advocacy for Black Mothers of Children on the Autism Spectrum

The Developmental Process of Parent Advocacy for Black Mothers of Children on the Autism Spectrum

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

Social Skills Prioritization: Gathering Consensus From Parents, Students, and Teachers

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