PS 532: Clinical Applications of ABALisa R. Jackson, Ph.D.

Reading and DQsBeavers et al.: Treatment Utility of Functional Versus

Empiric Assessment Within Consultation for Reading Problems

DQ1: Identify a current (since 2005) research study which involves the use of Applied Behavior Analysis techniques in an individual receiving special education or in a special education setting. Discuss your thought on whether the intervention described was effective. Identify any areas for which you feel improvement can be made and why.

DQ2: Identify and discuss key ethical issues which must be considered when using Applied Behavior Analysis techniques in a special education setting or with an individual receiving special education services. Referring to the article you selected for the first DB question for this Unit, discuss your assessment of the overall ethical compliance of the research presented.

Seminar TopicsEthical issues which might arise when

working with special education clients or in a special education setting.

Socio-cultural issues specific to a special education population not seen in a “normal” population

Design process of a research study or intervention including approval, consent and any measures taken to insure ethical compliance.

Ethical IssuesInformed ConsentAssentAversive TechniquesMaintaining CompetenceSocial Significance

Socio-cultural Issues: LanguageLatinos: In CA, at least 25% of the population In New Mexico, a state where a large portion of

the kindergarten population has a primary language other than English, the Commission on Higher Education forecasted that for 100 kindergarteners that will begin kindergarten in 2008, 4 will drop out at 9th grade, 28 will not finish school, 2 percent will continue on to college, and of that 2 percent, approximately 1.5 percent will earn a B.A.

.Overrepresentation of boys, African Americans with some

diagnosesHigher end special education services disproportionately

accessed by wealthier families

Socio-cultural Issues: CultureBetween 1987 and 2001, the percentage

change in the general population who did not speak English at home increased by 2.5%.

However, the percentage of students from these homes who were identified for special services increased 10.9%

The Report1 indicates that culturally and linguistically diverse (CLD) students are over-represented in special education as compared to their representation in the general population.

Contributing FactorsAn over-reliance on standardized assessment

measures used in diagnosis (Cole & Mills, 1997; Desforges, 1995; Langdon, 1989).

Utilizing culturally biased instruments (Eisner, 1998).

Imposing the social values and societal norms of the dominant white, English-speaking, middle class (Cummins, 1980, 1996).

Reactive, rather than proactive, interventions that lead to inappropriate referrals to special education (Ortiz, 1997).

Using testing results as a gate-keeper (Corson, 1997; NCBE, 1997).

Factors continuedMisunderstandings based on cultural

incongruity between home and school (Barrera, 1995).

Perceptions by school personnel that cognitive functions and linguistic performance are based on a universal construct (Gutierrez-Clellen & Pena, 2001; Kranzler, 1997).

Evaluators’ personal beliefs about what constitute disabilities (Gonzalez, Bauerle, & Felix-Holt, 1996).

Environmental factors, such as socioeconomic status and family structure, as a critically impacting agent (Gonzalez, 2001).

Socio-cultural Issues: SESBecause enforcement mechanisms are ineffective,

provisions of IDEA are not being implemented equally across school districts.

Lack of enforcement of IDEA particularly affects low-income and minority communities.

As a result of low enforcement, special education programs in these communities experience the highest levels of student isolation and long-term failure. Students languish in inappropriate educational placements where they make little academic progress and have limited long term

opportunities.2

Special education programs become dumping grounds for difficult-to-educate students. 3

Socio-cultural Issues: SESHigher end special education services

disproportionately accessed by wealthier familiesExtreme examples: In wealthier towns such as

Greenwich or Westport, CT parents have attained horseback riding and dance lessons for sensory integration disorders and coordination; others have fought for and won an education at therapeutic day schools to the tune of $40K a year, paid at the district's expense.

Contrast this with Hartford, CT where many kids fall through the cracks and are promoted despite lacking sufficient reading and computing skills.

Designing a studyLiterature reviewFunding/grant writingIRB approvalTraining of additional researchersDistrict approvalBuilding approvalTeacher consentParental consentMonitoringData analysis

I am sure you have been asking questions here in seminar! Great job!

But, if you have more, email me: Ljackson2@kaplan.edu

Questions??