2,012
Views
6
CrossRef citations to date
0
Altmetric
Articles

Implementing a culturally attuned functional behavioural assessment to understand and address challenging behaviours demonstrated by students from diverse backgrounds

, , &

References

  • Arnold, M., and M.E. Lassman. 2003. “Overrepresentation of Minority Students in Special Education” Education 124 (2): 230–236.
  • Artiles, A.J., and A. Bal. 2008. “The Next Generation of Disproportionality Research: Toward a Comparative Model in the Study of Equity in Ability Differences” Journal of Special Education 42 (1): 4–14.
  • Artiles, A.J., E.B. Kozleski, S.C. Trent, D. Osher, and A. Ortíz. 2010. “Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture” Exceptional Children 76 (3): 279–299.
  • Bradshaw, C.P., M.M. Mitchell, L.M. O’Brennan, and P.J. Leaf. 2010. “Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals” Journal of Educational Psychology 102 (2): 508–520.
  • Brown, T.M., and L.F. Rodríguez. 2009. “Empirical Research Study: School and the Co-construction of Dropout” International Journal of Qualitative Studies in Education 22: 221–242.
  • Bryan, J., N.L. Day-Vines, D. Griffin, and C. Moore-Thomas. 2012. “The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior” Journal of Counseling & Development 90: 178–190.
  • Butler, B.R., C.W. Lewis, J.L. Moore III, and M.E. Scott. 2012. “Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders” Journal of Negro Education 81 (1): 11–24.
  • Cartledge, G. 2002. Issues of Disproportionality for African American Learners. In Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders: Programs that Work, edited by L.M. Bullock, and R.A. Gable, 15–24. Arlington, VA: Council for Children with Behavioral Disorders.
  • Echevarría, J., and A. Graves 2011. Sheltered Content Instruction: Teaching English Learners with Diverse Abilities. 4th ed. Boston, MA: Pearson.
  • Fenning, P., and J. Rose. 2007. “Overrepresentation of African American Students in Exclusionary Discipline: The Role of School Policy” Urban Education 42 (6): 536–559.
  • Ferguson, A.A. 2007. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor, MI: University of Michigan.
  • Ford, D.Y., and J.E. Helms. 2012. “Overview and Introduction: Testing and Assessing African Americans: ‘Unbiased’ Tests are Still Unfair” Journal of Negro Education 81 (3): 186–189.
  • Forness, S.R., J. Kim, and H.M. Walker. 2012. “Prevalence of Students with EBD: Impact on General Education” Beyond Behavior 21 (2): 3–10.
  • Giroux, H., and A. Penna. 1979. “Social Education in the Classroom: The Dynamics of the Hidden Curriculum” Theory and Research in Social Education 7: 21–42.
  • Harris-Murri, N., K. King, and D. Rostenberg. 2006. “Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Intervention Model” Education and Treatment of Children 29 (4): 779–799.
  • Henfield, M.S., and A.R. Washington. 2012. “I Want to Do the Right Thing But What Is It?”: White Teachers’ Experiences with African American Students” Journal of Negro Education 81 (2): 148–161.
  • Hester, P.P., H.M. Baltodano, J.M. Hendrickson, S.W. Tonelson, M.A. Conroy, and R.A. Gable. 2004. “Lessons Learned from Research on Early Intervention: What Teachers Can Do to Prevent Children’s Problem Behaviors” Preventing School Failure 49 (1): 5–10.
  • Hoover, J.J. 2009. Differentiating Learning Difference from Disabilities: Meeting Diverse Needs Through Multi-Tiered Response to Intervention. Upper Saddle River, NJ: Pearson.
  • Hosp, J.L., and D.J. Reschly. 2003. “Referral Rates for Intervention and Assessment: A Meta-Analysis of Racial Differences” Journal of Special Education 37: 67–81.
  • Ingram, K., T. Lewis-Palmer, and G. Sugai. 2005. “Function-Based Intervention Planning: Comparing the Effectiveness of FBA Function-Based and Non-Function Based Intervention Plans” Journal of Positive Behavior Interventions 7 (4): 224–236.
  • Johns, B.H., G. Moreno, S.F. Albrecht, R. Hale, and S.Y. Raza-Self. 2007. Connecting with Troubled Children and Youth: Commitment, Caring, and Collaboration. In Highlights from the International Forum on Educating Troubled Children/Youth: Innovative Approaches, Alternative Settings, and Multidisciplinary Collaboration Resulting in Positive Outcomes, edited by L.M. Bullock, and R.A. Gable, 48–53. Arlington, VA: Council for Children with Behavioral Disorders.
  • Kaufman, P., X. Chen, S.P. Choy, K. Peter, S.A. Ruddy, A.K. Miller et al. 2001. Indicators of School Crime and Safety: 2001 (NCES 2002-113/NCJ-190075). Washington, DC: US Departments of Education and Justice.
  • Kea, C., S. Trent, and C. Davis. 2002. “African American Student Teachers’ Perceptions about Preparedness to Teach Students from Culturally and Linguistically Diverse Backgrounds” Multicultural Perspectives 4 (1): 18–25.
  • Knotek, S. 2003. “Bias in Problem Solving and the Social Process of Student Study Teams: A Qualitative Investigation” Journal of Special Education 37 (1): 2–14.
  • Kozleski, E.B., P. Engelbrecht, R. Hess, E. Swart, I. Eloff, M. Oswald, A. Molina, and S. Jain. 2008. “Where Differences Matter: A Cross-Cultural Analysis of Family Voice in Special Education” Journal of Special Education 42 (1): 26–35.
  • Langhout, R.D., and C.A. Mitchell. 2008. “Engaging Contexts: Drawing the Link Between Student and Teacher Experiences in the Hidden Curriculum” Journal of Community & Applied Social Psychology 18: 593–614.
  • Matthews, J.S., K.T. Kizzie, S.J. Rowley, and K. Cortina. 2010. “African American and Boys: Understanding the Literacy Gap, Tracing Academic Trajectories, and Evaluating the Role of Learning-Related Skills” Journal of Educational Psychology 102 (3): 757–771.
  • McCready, L.T., and G.B. Soloway. 2010. “Teachers’ Perceptions of Challenging Behaviours in Model Inner City Schools” Emotional and Behavioural Difficulties 15 (2): 111–123.
  • Moreno, G. 2010. “No Need to Count to Ten: Advocating for the Early Implementation of the Functional Behavioural Assessment in Addressing Challenging behaviours” Emotional and Behavioural Difficulties 15: 15–22.
  • Moreno, G., and L.M. Bullock. 2011. “Principles of Positive Behavior Supports: Using the FBA as a Problem-Solving Approach to Address Challenging Behaviors Beyond Special Populations” Emotional & Behavioural Difficulties 16 (2): 117–127.
  • Moreno, G., and F.X. Gaytán. 2012a. “Reducing Subjectivity in Special Education Referrals by Educators Working with Latino Students: Encouraging the Incorporation of the Functional Behavioral Assessment as a Pre-referral Practice”. Emotional & Behavioural Difficulties 18 (1): 88–101. doi:10.1080/13632752.2012.675132.
  • Moreno, G., and F.X. Gaytán. 2012b. “Special Issue – Focus on Latino Learners: Developing a Foundational Understanding of Latino Cultures to Cultivate Student Success” Preventing School Failure: Alternative Education for Children and Youth 57 (1): 7–16.
  • Moreno, G., and M. Wong-Lo. 2011. “Considerations and Practices in Working with Students and Families from Latino and Asian-American Backgrounds” Multicultural Learning & Teaching 6 (1). doi:10.2202/2161-2412.1074.
  • Moreno, G., M. Wong-Lo, and L.M. Bullock. In Press. “Assisting Students from Diverse Backgrounds with Challenging Behaviors: Incorporating a Culturally Attuned Functional Behavioral Assessment in Pre-referral Services” Preventing School Failure: Alternative Education for Children and Youth.
  • Nieto, S. 2010. The Light in Their Eyes: Creating Multicultural Learning Communities. New York: Teachers College.
  • Noguera, P.A. 2003. “Schools, Prisons, and Social implications of Punishment: Rethinking Disciplinary Practices” Theory into Practice 42 (4): 341–350.
  • Obiakor, F.E., L. Wilder, P. Grant, J. Bekken, S.O. Obi, and C. Utley. 2006. Building Positive Relationships on Behalf of Culturally and Linguistically Diverse Students with Challenging Behaviors. In Sixth CCBD Mini-Library Series: Making a Difference in the Lives of Children and Youth with Learning and Behavior Problems – Proven Practices for Prevention/Intervention in the School, Home and Community, edited by L.M. Bullock, R.A. Gable, & K.J. Melloy. Arlington, VA: Council for Children with Behavioral Disorders.
  • Preciado, J., R.H. Horner, and S.K. Baker. 2009. “Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners” Journal of Special Education 42 (4): 227–240.
  • Quinn, M.M., and J.M. Poirier. 2004. Linking Prevention Research with Policy: Examining the Costs and Outcomes of the Failure to Prevent Emotional and Behavioral Disorders. In Handbook of Research in Emotional and Behavioral Disorders, edited by B. Rutherford Jr., M.M. Quinn, & S.R. Mathur, 78–97. New York: Guilford Press.
  • Raines, T.C., B.V. Dever, R.W. Kamphaus, and A.T. Roach. 2012. “Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education” Journal of Negro Education 81 (3): 283–296.
  • Skiba, R.J., L. Poloni-Staudinger, A.B. Simmons, L.R. Feggins-Azziz, and C. Chung. 2005. “Unproven Links: Can Poverty Explain Ethnic Disproportionality in Special Education?” Journal of Special Education 39 (3): 130–144.
  • Skiba, R.J., R.H. Horner, C. Chung, M.K. Rausch, S.L. May, and T. Tobin. 2011. “Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline” School Psychology Review 40 (1): 85–107.
  • Tobin, T.J., and C.G. Vincent. 2011. “Strategies for Preventing Disproportionate Exclusions of African American Students” Preventing School Failure 55 (40): 192–201.
  • US Bureau of the Census. 2010. Current Population Survey. Washington, DC: US Census Bureau, Population Division, Ethnic and Hispanic Statistics Branch.
  • US Department of Education. 2004. Individuals With Disabilities Education Improvement Act of 2004. http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=108congpubliclaws&docid=f:publ446.108. (accessed 1 June 2013)
  • US Department of Education. 2010. Contexts of Elementary and Secondary Education – Indicator, 27: Characteristics of full-time teachers. http://nces.ed.gov/programs/coe/2010/section4/indicator27.asp. (accessed 1 June 2013)
  • US Department of Education, National Center for Education Statistics. 2011. The Condition of Education 2011 (NCES 2011–033). http://nces.ed.gov/fastfacts/display.asp?id=16. (accessed 1 June 2013)
  • Verdugo, R.R. 2002. “Race-Ethnicity, Social Class, and Zero-Tolerance Policies: The Cultural and Structural Wars” Education and Urban Society 35 (1): 50–75.
  • Vincent, C.G., C. Randall, G. Cartledge, T.J. Tobin, and J. Swain-Bradway. 2012a. “Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support” Journal of Positive Behavior Interventions 13 (4): 219–229.
  • Vincent, C.G., and T.J. Tobin. 2010. “The Relationship Between Implementation of School-Wide Positive Behavior Support and Disciplinary Exclusion of Students from Various Ethnic Backgrounds with and without Disabilities” Journal of Emotional and Behavioral Disorders 19 (4): 217–232. doi:10.1177/1063426610377329.
  • Vincent, C.G., T.J. Tobin, L.S. Hawken, and J.L. Frank. 2012b. “Discipline Referrals and Access to Secondary Level Support in Elementary and Middle Schools: Patterns Across African-American, Hispanic-American, and White Students” Education and Treatment of Children 35 (3): 431–458.
  • Wheeler, J.J., and D.D. Richey 2010. Behavior Management: Principles and Practices of Positive Behavior Supports. 2nd ed. Boston, MA: Pearson.
  • Wong-Lo, M., and H. Bai. 2013. “Recommended Practices: Cultivating a Culturally Responsive Learning Environment for Chinese Immigrants and Chinese American Students” Preventing School Failure 57 (1): 1–5.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.