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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
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%
BackgroundLocal middle school attended by Ernesto (Denver, CO, 80223) Demographics Student Ethnicity
Ethnicity This School State Average
Hispanic 92% 27%
Black, not Hispanic 3% 6%
White, not Hispanic 3% 63%
American Indian/ Alaskan Native 1% 1%
Asian/ Pacific Islander <1% 3%
Source: NCES, 2005-2006 This School State Average
Students eligible for free or reduced-price lunch program
88% 33%
Source: NCES, 2005-2006
BackgroundAcademic Test Scores
White Black Latino / Hispanic
Asian / Pacific
Islander
American Indian / Native
Alaskan
Multi-Ethnic
IEP / Special
Ed ELL Economic
Disadvantage
CSAP Grade 6 Reading
-- -- 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
Ethnicity This School State Average
Hispanic 88% 27%
White, not Hispanic 6% 63%
Black, not Hispanic 4% 6%
American Indian/ Alaskan Native 1% 1%
Asian/ Pacific Islander 1% 3%
Source: NCES, 2005-2006 This School State Average
Students eligible for free or reduced-price lunch program
78% 33%
Source: NCES, 2005-2006
BackgroundAcademic Test Scores
White Black Latino / Hispanic
Asian / Pacific
Islander
American Indian / Native
Alaskan
Multi-Ethnic
IEP / Special
Ed ELL Economic
Disadvantage
CSAP Grade 9 Reading
-- -- 23% -- -- -- 0% 14% 29%
CSAP Grade 9 Math
-- -- 7% -- -- -- 2% 12% 8%
BackgroundOverflow high school for Ernesto’s neighborhood (Denver, CO 80219)
Demographics Student Ethnicity
Ethnicity This School State Average
Hispanic 86% 27%
White, not Hispanic 6% 63%
Asian/ Pacific Islander 5% 3%
Black, not Hispanic 3% 6%
American Indian/ Alaskan Native 1% 1%
Source: NCES, 2005-2006 This School State Average
Students eligible for free or reduced-price lunch program
73% 33%
Source: NCES, 2005-2006
BackgroundAcademic Test Scores
White Black Latino / Hispanic
Asian / Pacific
Islander
American Indian / Native
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)
Demographics Student Ethnicity
Ethnicity This School State Average
Black, not Hispanic 50% 6%
White, not Hispanic 28% 63%
Hispanic 18% 27%
Asian/ Pacific Islander 4% 3%
American Indian/ Alaskan Native
<1% 1%
Source: NCES, 2005-2006
This School State Average
Students eligible for free or reduced-price lunch program 41% 33%
Source: NCES, 2005-2006
BackgroundAcademic Test Scores
White Black Latino / Hispanic
Asian / Pacific
Islander
American Indian / Native
Alaskan
Multi-Ethnic
IEP / Special
Ed ELL Economic
Disadvantage
CSAP Grade 9 Reading
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
Independent Research
• 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
Independent Research
• 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
Independent Research
• 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
Independent Research
• 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
Independent Research
• 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
Independent Research
• 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-family-community partnerships
• 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
• School-family-community partnerships
• 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 collect- ion 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 . . .