Culture Issues in PBS

1
Culture Issues in PBS

• Two Discussion Threads

2
Review Part II

• FBA/ BIP
• ABC and Scatter Plot
• Fidelity
• Quality of Life
• Data collection
• Intervention
• Other?

3
Is There Equal EducationalOpportunity (Skiba,
2008)?

• Racial/Ethnic Disparities
• Achievement gap
• Dropout/graduation
• Gifted/talented
• Special education
• EBD Risk Ratios
• Black 2.25
• Am. Ind 1.30

4
Is school discipline fair in IL?

• In your small group discuss whether you thing
  African Americans or other ethnic minorities are
  disciplined fairly in practicum sight?

5
Is School Discipline Fair?30 Years of Study
(Skiba, 2008)

• CDF (1975) Black students suspended 2-3x as
• frequently
• Disproportionality found by
• Advancement Project, 2000
• Costenbader Markson, 1994
• Costenbader Markson, 1998
• Eitle Eitle, 2004
• Felice, 1981
• Glackman et al., 1978
• Gordon, Della Piana, Keleher, 2000
• Gregory, 1997

6
More Study

• Kaeser, 1979
• Larkin, 1979
• Lietz Gregory, 1978
• Massachusetts Advocacy Center, 1986
• McCarthy Hoge, 1987
• McFadden Marsh, 1992
• McFadden, Marsh, Price, Hwang, 1992
• Raffaele Mendez Knoff, 2003
• Raffaele Mendez, Knoff, Ferron, 2002
• Rausch Skiba, 2004a
• Richart et al., 2003
• Shaw Braden, 1990

7
More study

• Skiba et al., 1997
• Skiba et al., 2002
• Streitmatter, 1986
• Taylor Foster, 1986
• Thornton Trent, 1988
• U.S. Department of Education, 2000
• Vavrus and Cole (2002)
• Wu et al., 1982

8
(Skiba, 2008)
9
(Skiba, 2008)
10
Issues to consider when interacting with cultural
groups that have been historically oppressed

• Reaction to racial oppression
• Cultural Identity
• Influence of majority culture
• Personal experiences

11
Working with families of diverse cultural and
linguistic backgrounds (Chen, Downing,
Peckham-Hardin, 2002)

• Families who have experienced oppression may be
  suspicious of teachers gathering information
• Consultation with extended families may be
  important before proceeding
• Some families may prefer informal to formal
  contacts
• Non-verbal communication issues

12
Working with Interpreters

• Family members should not be placed in the
  position of being the interpreter
• Dont assume the interpreter understands a
  culture because they speak the language
• Special Education jargon needs pre-planning and
  may be difficult to translate
• Make sure the interpreter understands ethical
  responsibilities
• Look at the person you are speaking to, not the
  interpreter

13

• Be aware of your own values
• Respect the familys needs to take time to become
  comfortable with teachers from other cultures
• Listen carefully to families about what is
  helpful and what is not
• Respond to the familys needs-not yours
• Develop curriculum that fits within the families
  beliefs and lifestyles
• Develop supports for the whole family

14

• Family Assessment
• Who are the members of the family, including the
  extended family?
• What is considered respectful and disrespectful?
• Who makes decisions in the family?
• To whom does the family turn to for support,
  assistance, and information?
• What are the familys values and customs?
• What are the familys child-rearing practices,
  forms of discipline, and expectations of
  children?
• What are the families concerns and priorities
  related to their child with disability?
• What community resources can I use to better
  serve the family?
• What is the most efficient way for the family to
  be involved in data collection (e.g., writing
  notes, audio tape, video) if needed

15
What we know from Research

• There is an overrepresentation of ethnic
  minorities in special education
• While sometimes there is connection to poverty,
  other times there is a greater correlation to
  race
• African Americans are referred more to the office
  regardless of social class
• Disproportionality in sometimes in
  Latino-Americans
• Disproportionality in corpral punishment and

16
Think Tank

• What can a teacher do to overcome cultural
  barriers? How can PBIS improve decrease
  disproportional office discipline referrals?