THROUGH A NEW LENS: Janine M Jones, PhD, NCSP University of Washington

THROUGH A NEW LENS:
Janine M Jones, PhD, NCSP
University of Washington
June 18, 2015
MY CULTURAL VALUES AND BIASES
•  Everyone has culture
•  Everyone has bias
•  Everyone should know
their cultural heritage
•  We all need to know
how our cultural
backgrounds affect
how we think, feel, and
behave
•  Implicit bias exists in
every aspect of our
lives
6/15/15
•  Using a color-blind view
of the world makes one
unable to connect with
the whole person
•  Without being
intentional, I can have
stereotypical views of
other people
•  If I don’t fight it
carefully, I live with
stereotype threat every
day
Janine M Jones, PhD, NCSP
Individualized
Interventions
Cultural
literacy
Cultural self
awareness
Multicultural Intentionality
6/15/15
Janine M Jones, PhD, NCSP
SYSTEMS LEVEL VIEW OF
DISPROPORTIONALITY
Societal Norms/Majority Culture
District Culture
Student/Family
Culture
School Psychologist
Culture
6/15/15
Teacher Culture
Janine M Jones, PhD, NCSP
SYSTEMS LEVEL VIEW OF
DISPROPORTIONALITY
Societal Norms/Majority Culture
District Culture
6/15/15
Janine M Jones, PhD, NCSP
COLORADO BACKGROUND
U N D E R S TA N D I N G T H E S TAT E C O N T E X T
STUDENTS WITH IEP’S
2011-12 %
Total 2012-13 %
Total 201314 Intellectual Disability
2,9581
3.41
2,8791
3.24
2,832
3.13
2,636
2.86%
Serious Emotional Disability
6,5462
7.55
6,3642
7.16
6,039
6.68
5,713
6.19%
Specific Learning Disability
32,991
38.04
34,254
38.56
35,405
39.17
36,739
39.83%
Hearing Impairment
1,4273
1.64
1,4073
1.58
1,375
1.52
1,372
1.49%
3203
0.37
3263
0.36
325
0.36
312
0.34%
6,696
7.26%
Disability Visual Impairment
%
Total 2014-15 %
Total 10,177
11.73
10,502
11.82
9,584
10.60
Orthopedic Impairment
76
0.08
209
0.23%
Other Health Impairment4
18
0.02
1,094
1.21
3,749
4.06%
Autism Spectrum Disorder5
4,367
5.03
4,878
5.49
5,280
5.84
5,774
6.26%
497
0.57
523
0.58
550
0.61
537
0.58%
18,206
19.74%
Physical Disability
Traumatic Brain Injury
19,141
22.07
19,136
21.54
18,841
20.84
21
0.02
15
0.01
16
0.02
21
0.02%
Multiple Disabilities
3,371
3.88
3,486
3.92
3,589
3.97
3,826
4.15%
Developmental Delay or pk w/ a
Disability
4,869
5.61
4,961
5.58
5,351
5.92
6,451
39
0.04
82
0.09
31
0.03
Speech or Language Impairment
Deaf-blind
Infant/Toddler with a Disability
Total
86,724
88,832
10.47% of
enrollment
90,388
10.17% of
enrollment
0
92,241
6.99%
0.00%
Distribution of Disabilities
0.08%
0.61%
1.20%
Hearing Impairment, including Deafness or
Hearing Disability
Visual Impairment, including Blindness or Visual
Disability
Physical Disability
0.03%
5.81%
3.11%
6.83%
5.86%
0.03%
Intellectual Disability or Significant Limited
Intellectual Capacity
Serious Emotional Disability or Emotional
Disability
Specific Learning Disability
3.98%
Speech or Language Impairment
Deaf-Blindness or Deaf-Blind
Multiple Disabilities
20.70%
39.03%
Developmental Delay or Preschooler with a
Disability
Infant/Toddler with a Disability
Autism Spectrum Disorders or Autism
Traumatic Brain Injury (TBI)
10.56%
0.41%
Orthopedic Impairment
1.74%
Other Health Impairment
RACE REPRESENTATION IN STATE, SPECIAL
EDUCATION AND SED POPULATIONS
2014-2015
70%
59%
60%
54%
51%
50%
40%
36%
33%
30%
State
Special Education
25%
SED
20%
10%
1% 1% 2%
3%
5%
6%
8%
4% 4%
2% 1%
5%
0% 0% 0%
0%
American
Indian or
Alaska Native
Asian
Black or
African
American
Hispanic or
Latino
White
Native
Hawaiian or
Other Pacific
Islander
Two or More
Races
SED IDENTIFICATION BY RACE BY YEAR
4,500
3,857
3,557
3,376
4,000
3,500
3,000
2,500
1,558
1,492
1,426
2,000
1,500
1,000
500
0
2012-13
241
282
295
554
83
89
89
American
Indian or
Alaska
Native
57 52
52
Asian
551 464
Black or Hispanic
African or Latino
American
White
Two or
More
Races
2013-14
2014-15
CO STUDENTS IDENTIFIED SED
CHANGE IN IDENTIFICATION FROM
PREVIOUS YEAR
20%
15%
10%
5%
0%
-5%
-10%
-15%
-20%
Americ
an
Indian
or
Alaska
Native
Black or
Hispani
African
Asian
c or
Americ
Latino
an
White
Americ
Total
an
Two or
Change Indian
More
from
or
Races
2012-13 Alaska
Native
Black or
Hispani
African
Asian
c or
Americ
Latino
an
2013 - 2014
Series1
7%
-9%
-1%
-4%
White
Total
Two or
Change
More
from
Races
2013-14
2014 - 2015
-8%
17%
-5%
0%
0%
-16%
-4%
-5%
5%
-5%
SUSPENSION COMPARISON FOR STUDENTS
IDENTIFIED SED AND OTHER DISABILITIES
80% 76% 73% 69% 70% 69% 67% 64% 61% 74% 63% 69% 72% 72% 63% 61% 60% In-­‐School Suspension 50% 40% 36% 36% 36% 32% 29% 30% 38% 36% 27% 30% 30% 25% 23% 28% 27% 20% 10% Other SWD SED American Indian or Alaska NaCve Other SWD SED Asian Other SWD SED Other SWD SED Black or African Hispanic or LaCno American Other SWD SED White Other SWD SED Two or More Races Other SWD SED Total Out-­‐of-­‐School Suspension EXPULSION COMPARISON FOR
STUDENTS IDENTIFIED SED AND OTHER
DISABILITIES
3.00%
2.79%
2.50%
2.08%
2.00%
1.50%
1.08%
1.00%
1.18%
1.26%
1.21%
1.15%
1.05%
0.86%
0.77%
0.59%
0.50%
0.36%
0.00%
Other
SWD
SED
American Indian
or Alaska Native
0.00%
0.00%
Other
SWD
SED
Asian
Other
SWD
SED
Other
SWD
SED
Black or African Hispanic or Latino
American
Other
SWD
SED
White
Other
SWD
SED
Two or More
Races
Other
SWD
Total
SED
INDICATORS OF DISPROPORTIONALITY
•  African American and Latino students are overrepresented in
the special education
•  African American, multiracial, and White students are
overrepresented in the category of serious emotional disability
(SED)
•  Identification for SED is reducing (three year trends) in all racial
categories except multiracial (increasing)
•  African American students are more at risk for being placed in
restrictive settings but this reduced significantly in 2014-15.
•  Students with SED are far more likely to receive out of school
suspension– the highest rates are with African American and
Latino students
•  When a student is African American or Latino AND eligible for
SED, they are at the highest risk for expulsion compared to
students with other disabilities OR from other racial groups.
6/15/15
Janine M Jones, PhD, NCSP
SYSTEMIC FACTORS
•  Not just one group of people in isolation that
causes to disproportionality
•  Pressure to qualify (historical)
•  relationships with teachers (eager to support)
•  Lack of clear pre-referral intervention resources
•  No infrastructure for tier I progress monitoring
•  Series of decision points that can lead to
inappropriate outcomes (e.g., referral,
qualification, or intervention)
•  LRE- can lose its intended meaning over time
•  District leaders need to be intentional by
questioning and evaluating patterns of
inequity
6/15/15
Janine M Jones, PhD, NCSP
EVIDENCE BASED SYSTEMIC
SOLUTIONS
•  Pre-referral intervention is key
•  Response to Intervention framework can support
students before considering special education
•  Positive Behavioral Intervention Support is a
PREVENTATIVE PROCESS
•  When universal (whole school) prevention doesn’t
work, smaller group based intervention is necessary
•  Conducting School based consultation with FBA’s is
one way to intervene at the tier II level
Raines, Dever, Kamphaus, & Roach (2012); Proctor, Graves, and Esch (2012)
6/15/15
Janine M Jones, PhD, NCSP
Professional
Training in
PBIS, RP, CR
services
District
wide
intervention
plans with
goals
Self analysis
& policy
reflection
District-level Multicultural
Intentionality
6/15/15
Janine M Jones, PhD, NCSP
SYSTEMS LEVEL VIEW OF
DISPROPORTIONALITY
Societal Norms/Majority Culture
District Culture
Teacher Culture
6/15/15
Janine M Jones, PhD, NCSP
TEACHER CULTURE
•  Operating in a world
of standards based
learning goals
•  High stakes testing
that are tied to
teacher evaluations
•  High pressure to
succeed with larger
classes and less
resources
6/15/15
•  Disruptive kids reduce
chances for meeting
classroom goals and
personal benchmarks
•  May feel pressure to
get students out of
classroom
•  The need for self
preservation may
hinder their ability to
work with challenging
students
Janine M Jones, PhD, NCSP
FOR MULTICULTURAL
INTENTIONALITY TEACHERS NEED TO:
•  Have awareness of the pressures they
experience and how it impacts the decisions
they make around student behavior
•  Have awareness of biases based on personal
culture as well as the school culture
•  Understand cultural manifestations of behavior
•  Have the opportunity to connect with students
and families to determine the antecedents of
behaviors and develop alternative
consequences
6/15/15
Janine M Jones, PhD, NCSP
DECISION POINTS EXAMPLE
(BASED ON STUDENT BEHAVIOR)
Antecedent
Behavior
Consequence
In school
discipline
Externalizing
behavior
Out of school
discipline
Positive
intervention
Low academic
or social
competence
Unnoticed
Internalizing
behavior
6/15/15
Janine M Jones, PhD, NCSP
Positive
intervention
Increased
understanding
of culturerelated
behaviors
Provide
Culturally
responsive
instruction
Self evaluation
of personal
biases in
context
Teacher-level
Multicultural Intentionality
6/15/15
Janine M Jones, PhD, NCSP
SYSTEMS LEVEL VIEW OF
DISPROPORTIONALITY
Societal Norms/Majority Culture
District Culture
School Psychologist Culture
6/15/15
Teacher Culture
Janine M Jones, PhD, NCSP
ACTIVITY:
CAPTURING CULTURAL BIAS
SELF ASSESSMENT QUESTIONNAIRE
•  Please do not place your name on the checklist
•  Please answer all items on the checklist
•  Please think carefully about each item (no one answers with all
the same number).
•  Answer by rating yourself 1-3 for each item:
•  Frequently= multiple times a week
•  Occasionally= once a month or so
•  Rarely= once or twice a year
•  Item 11. include the total for a, b, and c
•  Add the items up to get your total
•  Separate the white copy from the yellow copy
•  Put the white copy face down in the center of
the table for pick up. (yellow is yours to keep)
6/15/15
Janine M Jones, PhD, NCSP
SELF ASSESSMENT CHECKLIST
•  99 to 75= Intentionality Achiever
•  You usually demonstrate values and engage in practices that
promote a culturally responsive service delivery system. You
can grow by reviewing items where you had a 1 or 2 rating and
make intentional efforts toward change.
•  74 to 51= Intentionality Seeker
•  You often to demonstrate values and engage in practices that
promote a culturally responsive service delivery system. You
can grow by reviewing items where you had a 1 or 2 rating and
make more intentional efforts toward change.
•  50 to 33= Intentionality Hopeful
•  You haven’t had much of an opportunity to recognize places
where cultural values can be integrated in the work that you
do. You need to take a look at the majority of the items and
find ways to make intentional efforts toward change.
6/15/15
Janine M Jones, PhD, NCSP
FEEDBACK
•  What are some things you saw on the
checklist that you had not considered
before?
•  Was there anything that surprised you?
•  What are some of the emotional reactions
you all have to completing the
questionnaire?
•  What are some ideas for the future that you
acquired from completing the
questionnaire?
6/15/15
Janine M Jones, PhD, NCSP
CULTURAL SELF AWARENESS
•  Understanding yourself based on both personal and
professional characteristics that shape your worldview
•  How to increase self awareness
•  Multicultural self awareness tools
•  Self-Assessment Checklist for Personnel Providing Services and Supports to
Children and their Families (Goode, 2002)
•  Journaling
•  Consultation with others in the same context
•  Remember that this is a process of self-review. You have to
constantly look in a figurative mirror. It is usually
uncomfortable.
6/15/15
Janine M Jones, PhD, NCSP
REFLECTING ON OUR
PRACTICE
SCHOOL PSYCHOLOGISTS
6/15/15
Janine M Jones, PhD, NCSP
WAYS CULTURE INFLUENCES
ASSESSMENT PROCESS
Culture influences…
…a child’s belief system about behaviors
and characteristics associated with
adjustment
…how disorders are expressed and
manifested
…help seeking behaviors
…treatment acceptability and
responsiveness to treatment
Castillo, Quintana, and Zamarripa (2000)
6/15/15
Janine M Jones, PhD, NCSP
INSTRUMENT BIAS IN ASSESSMENT
•  Reduced representation in norming samples of
some tests
•  Norm referenced properties of some measures
include disparities
•  We assess cognition, academic skills, behaviors, and
emotions. There is room for bias in all of these areas
with every assessment tool we use.
6/15/15
Janine M Jones, PhD, NCSP
WITHIN GROUP DIFFERENCES ON TWO
COGNITIVE MEASURES
6/15/15
Janine M Jones, PhD, NCSP
REDUCING BIAS IN ASSESSMENT
•  Test selection and interpretation
•  Increasing engagement of family in the
assessment
•  Observing in multiple contexts (including
established cultural contexts)
•  Collecting data on strengths and assets
•  Interviewing and assessing for cultural
factors
6/15/15
Janine M Jones, PhD, NCSP
CULTURAL AND LINGUISTIC CLASSIFICATION OF
TESTS ADDRESSING VALIDITY IN DIAGNOSIS AND
INTERPRETATION
DEGREE OF LINGUISTIC DEMAND
HIGH
MODERATE
LOW
MODERATE
BROAD/NARROW
ABILITY
CLASSIFICATIONS
HIGH
DEGREE OF CULTURAL LOADING
LOW
Rhodes, R., Ochoa, S. H. & Ortiz, S. O. (2005). Comprehensive Assessment of Culturally and Linguistically Diverse
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Janine M Jones, PhD, NCSP
Students: A practical approach. New York: Guilford
Cultural and Linguistic Classification of Tests Addressing
Validity in Diagnosis and Interpretation
PATTERN OF EXPECTED PERFORMANCE OF
CULTURALLY AND LINGUISTICALLY DIVERSE CHILDREN
DEGREE OF LINGUISTIC DEMAND
LOW
MODERATE
HIGH
PERFORMANCE
LEAST AFFECTED
INCREASING EFFECT OF
LANGUAGE DIFFERENCE
INCREASING EFFECT OF
CULTURAL DIFFERENCE
PERFORMANCE
MOST AFFECTED
MODERATE
HIGH
DEGREE OF CULTURAL LOADING
LOW
(COMBINED EFFECT OF
CULTURE & LANGUAGE
DIFFERENCES)
Rhodes, R., Ochoa, S. H. & Ortiz, S. O. (2005). Comprehensive Assessment of Culturally and Linguistically Diverse
6/15/15
Janine M Jones, PhD, NCSP
Students: A practical approach. New York: Guilford
COLLECTING DATA ON STRENGTHS
AND ASSETS
•  Minimizing the deficit-focused mindset toward
assessment
•  Culturally responsive interviewing with family
•  Selecting and interpreting strengths based measures
(BERS-2, Baron EQI: YV)
•  Completing Functional Behavior Assessment’s with
both the target problem behavior AND target
positive behavior or strength
•  Including both in data charts to show multifaceted
functioning
•  Can give you a head start on the Behavior Intervention Plan
•  Use the strengths to build upon the weaknesses
6/15/15
Janine M Jones, PhD, NCSP
BUILDING CULTURAL
LITERACY
C U LT U R A L LY R E S P O N S I V E I N T E RV I E W I N G
6/15/15
Janine M Jones, PhD, NCSP
BIAS IN INTERVIEWING
•  Most structured and Semi-structured interviews were
not designed to assess culture
•  The wording of the items may not encourage
thinking about cultural factors
•  “Keep information within the family” norm
•  Hierarchical treatment of parents
•  We have to tweak these protocols to be more
culturally responsive
•  Misunderstandings due to cultural differences in
communication style
6/15/15
Janine M Jones, PhD, NCSP
COMMUNICATION STYLE DIFFERENCES
American
Indians/Alaska
Natives
Asian American Latino/Hispanic White
American
Americans
African/Black
American
Speaking
style
Softly/slower
Softly
Softly
Loud/fast to
control more
Animated with
affect/
emotion
Eye Contact
Indirect gaze
with listening or
speaking
Avoidance of
eye contact
while listening
or speaking to
high status
persons
Avoidance of
eye contact
while listening
or speaking to
high status
persons
Greater eye
contact when
listening
Direct eye
contact
(prolonged)
when
speaking, but
less when
listening
Pattern
Interject less:
limited
encouraging
communication
Interject less;
Interject less
limited
encouraging
communication
Head nods;
nonverbal
markers
Interrupt (turn
taking) when
can
Response
speed
Delayed
auditory
(silence)
Mild delay
Mild delay
Quick
responding
Quicker
responding
Intensity
Low-keyed,
indirect
Low-keyed,
indirect
Low-keyed,
indirect
Objective, task Affective,
emotional, and
oriented
interpersonal
6/15/15
Janine M Jones, PhD, NCSP
Adapted from: Sue, D.W, and Sue D. (2008). Counseling the Culturally Diverse: Theory and Practice (5th Edition). New Jersey: Wiley
INTERNALIZATION OF CULTURAL
MEANING (A VALUES EXAMPLE)
Culture of Independence
Culture of Interdependence
•  Speak your mind
•  Show your intelligence
•  Think for yourself
•  Expression your opinions
•  Ask questions of
authority figures
•  Speaking mind:
uncooperative
•  Showing intelligence:
questioning authority
•  Thinking for yourself:
stepping out of line
•  Expressing opinion:
disobeying elders
•  Asking questions of
authority:
disrespecting authority
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Janine M Jones, PhD, NCSP
BASIC INFORMATION EXAMINERS
SHOULD KNOW ABOUT THE FAMILY
•  What are the predominant religious beliefs?
•  How do members of this culture communicate?
(e.g., verbal/nonverbal, high context/low context)
•  What are social norms for social interactions? (e.g.
respect (aka face), dignity, formality, cooperation)
•  What are the socialization norms within families?
(e.g., parent as an authority)
•  What are the age and gender related expectations
for children?
•  Where do members seek medical, psychological,
behavioral, and spiritual guidance?
6/15/15
Janine M Jones, PhD, NCSP
Table&1.&ADDRESSING&Framework&and&the&Jones&Intentional&Multicultural&Interview&Schedule&(JIMIS)&
ADDRESSING&
framework&
Cultural&Influences!
Application&to&&
Minority&Groups!
Sample!questions!from!
Jones&Intentional&Multicultural&Interview&Schedule&
(JIMIS)&
Age/!generational!
Children,!adolescents,!elders!
How!do!you!define!family?!Who!is!in!your!family?!Who!
lives!in!your!home?!What!do!your!family!members!call!
you?!Where!were!you!born?!Where!does!most!of!your!
family!live!now?!!Who!makes!the!decisions!about!your!
daily!care!(e.g.!transportation,!food,!discipline)?!
Developmental!!
disabilities!
Disabilities!acquired!
Developmental!disabilities!or! What!are!some!challenges!that!you!or!your!family!
acquired!disabilities!
members!have!to!deal!with?!Tell!me!what!you!think!
about!school.!What!emotions!come!to!mind!when!you!
think!about!your!schoolwork?!
Religion!&!Spirituality!
Religious!minority!cultures!
How!does!your!family!deal!with!feelings?!What!are!
some!coping!strategies!that!they!use?!How!do!religion!
and!spirituality!impact!your!family?!Who!do!you!turn!to!
when!you!are!sad,!scared,!or!worried!about!something?!
Ethnic!and!Racial!
Identity!
Ethnic!and!racial!minority!
cultures!
What!does!your!family!think!about!counseling?!What!
do!you!think!about!it?!What!are!some!things!about!your!
family!that!few!people!know?!How!do!you!describe!
yourself!in!terms!of!your!race?!How!does!your!race!
affect!your!relationships!with!other!people?!What!
issues!to!you!have!with!hair!and/or!skin!color?!What!
experiences!do!you!have!with!racial!conflict?!Who!
supports!you!the!most!at!school?!At!home?!
6/15/15
Janine M Jones, PhD, NCSP
6/15/15
Janine M Jones, PhD, NCSP
INTEGRATION
Prefer learning and
YES culture
ASSIMILATION
Prefer keeping heritage
culture and identity
YES
NO
SEPARATION
adopting a new
NO
MARGINALIZATION
(INDIVIDUALISM)
Note: Adaptation of Berry’s acculturation model (Berry, 2005)
DEFINING CULTURE: A KIDS
PERSPECTIVE
•  Who do they hang out with?
•  Where are they from? Country? State? Region?
Neighborhood?
•  Closest friends (appearance, behavior, values)
•  Favorite Music, TV shows,
•  Holidays celebrated (or not celebrated)
•  Religion
•  Types of food eaten
•  Influences on their thoughts and behavior
(people, places, things)
•  Communication style
•  Rules (spoken and unspoken)
6/15/15
Janine M Jones, PhD, NCSP
AHIMSA
AHIMSA (Attitudes, Habits, and Interests Multicultural
Scale for Adolescents)
1. I am most comfortable being with people from . . .
2. My best friends are from . . .
3. The people I fit in with best are from . . .
4. My favorite music is from . . .
5. My favorite TV shows are from . . .
6. The holidays I celebrate are from . . .
7. The food I eat at home is from . . .
8. The way I do things and the way I think about things
are from . . .
Unger, J.B., Gallagher,P., Shakib, S. Ritt-Olson, A, Palmer, P.H., & Johnson, C.A. (2002).
6/15/15
Janine M Jones, PhD, NCSP
ACCULTURATION AND INTERVENTIONS
• Provider cultural
competence
needed:
MODERATE/HIGH
• Provider cultural
training needed:
MODERATE/HIGH
• Cultural
Components
embedded in
services: SOME
• Provider cultural competence
needed: MODERATE
• Provider cultural training
needed: MODERATE
• Cultural Components
embedded in services: SOME
6/15/15
Integration
Separation
Assimilation
Marginalization
Janine M Jones, PhD, NCSP
• Provider cultural
competence needed:
HIGH
• Provider cultural
training needed: HIGH
• Cultural Components
embedded in
services: PRIMARILY
• Provider cultural
competence needed:
LOW
• Provider cultural training
needed: LOW
• Cultural Components
embedded in services:
NONE
CASE SCENARIO: DIVINA
Divina is a 14-year-old biracial (Filipina/Caucasian) student in the
9th grade. Divina’s mother immigrated to the United States as a
pensionado from the Philippines two years before she met and
married Divina’s father (a Caucasian American). Divina was born
a few years after they married. She has lived in the same home
since she was born. Divina speaks both English and Tagalog.
When her Filipino grandparents visit for several months each year,
they are angered when she only responds to them in English.
Divina’s mother and grandparents expect Divina to stay at home
until she finishes medical school and gets married. Divina’s father
hopes that Divina will “follow” her passion and become a singer.
There is significant conflict at home around Divina’s future and
her grades have dropped significantly this school year.
6/15/15
Janine M Jones, PhD, NCSP
FOUR STEP METHOD OF CULTURALLY
ANALYZING CASES:
1. Identify the cultural data
(what do we know about her cultural
background?)
2. Interpret the cultural data
(what hypotheses do we have about her cultural
background?)
3. Incorporate cultural data
(test our hypotheses)
4. Make a decision
(what is the most appropriate interpretation of the
assessment data?)
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Janine M Jones, PhD, NCSP
GROUP WORK: ANGELICA
Angelica is a 16 year old Mexican American student
from central Illinois who moved to northern California to
a suburban school with a predominately White, middle
class population. A few weeks into the school year, she
began to notice the cultural differences between
herself and other Latino’s at school. She noticed that
the majority of Latinos were fluent in both Spanish and
English. Although her parents spoke Spanish at home,
they did not insist that she be bilingual. In her English
class, composed mostly of White students, she felt more
comfortable but in her Spanish class (that fulfilled the
language requirement for graduation) she felt
uncomfortable. Why?
6/15/15
Janine M Jones, PhD, NCSP
Increased
understanding
of
acculturation
and context
Providing
Culturally
responsive
interventions
Self evaluation
of personal
biases in
context
Multicultural Intentionality
(School Psychologists)
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Janine M Jones, PhD, NCSP
A P P LY I N G T H E C O N C E P T S T O S E D I D E N T I F I C AT I O N
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Janine M Jones, PhD, NCSP
FOUNDATIONAL BELIEFS ABOUT
BEHAVIOR
Behavior communicates need
•  Children are seeking reinforcement or avoiding
something aversive
•  We can figure out the “need” by looking at the
antecedents and consequences of behavior
Antecedents are
•  Events in the environment can “trigger” challenging
behavior
•  They serve as cues for the child to act out a behavior
because they can predict the desired outcome
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Janine M Jones, PhD, NCSP
COMMON PURPOSES FOR ACTING OUT
BEHAVIORS
• Receiving attention from adults & peers
• Receiving tangible objects or access to
preferred activities
• Avoiding interaction with adults & peers
• Avoiding tasks or responsibilities
Cultural norms may influence the purpose/
meaning of a behavior
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Janine M Jones, PhD, NCSP
SED ELIGIBILITY CRITERIA AND
CULTURAL CONSIDERATIONS
A REVIEW AND DISCUSSION
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Janine M Jones, PhD, NCSP
Defining and Identifying Emotional Disturbance
Special Education Eligibility Under Emotional Disturbance (ED) (5 CCR
3030)
Because of an emotional disturbance, a pupil exhibits one or more of
the following characteristics over a long period of time and to a
marked degree, which adversely affect educational performance:
1.  An inability to learn which cannot be explained by intellectual,
sensory, or health factors.
2.  An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
3.  Inappropriate types of behavior or feelings under normal
circumstances exhibited in several situations.
4.  A general pervasive mood of unhappiness or depression.
5.  A tendency to develop physical symptoms or fears associated
with personal or school problems.
Exclusionary Clause: The term does not apply to children who are
socially maladjusted UNLESS it is determined that they have an
emotional disturbance (emphasis added)
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Janine M Jones, PhD, NCSP
and according to the ECEA (DEC 2012)
exhibits one of the following characteristics
2.08 (3) (b) (i) Impairment in academic functioning as
demonstrated by an inability to receive reasonable educational
benefit from general education which is not primarily the result of
intellectual, sensory, or other health factors, but due to the
identified serious emotional disability
or
2.08 (3) (b) (ii) Impairment in social/emotional functioning as
demonstrated by an inability to build or maintain interpersonal
relationships which significantly interferes with the child’s social
development. Social development involves those adaptive
behaviors and social skills which enable a child to meet
environmental demands and assume responsibility for his or her
welfare.
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Janine M Jones, PhD, NCSP
AND INCLUDES ALL FOUR QUALIFIERS:
2.08 (3) (c) (i) A variety of instructional and/or behavioral interventions
were implemented within general education and the child remains
unable to receive reasonable educational benefit from general
education.
2.08 (3) (c) (ii) Indicators of social/emotional dysfunction exist to a marked
degree; that is, at a rate and intensity above the child's peers and outside
of his or her cultural norms and the range of normal development
expectations.
2.08 (3) (c) (iii) Indicators of social/emotional dysfunction are pervasive,
and are observable in at least two different settings within the child's
environment. For children who are attending school, one of the
environments shall be school. STATE AND FEDERAL LAWS RELATED TO SED 19
2.08 (3) (c) (iv) Indicators of social/emotional dysfunction have existed
over a period of time and are not isolated incidents or transient, situational
responses to stressors in the child's environment.
AND THE EXCLUSIONARY CLAUSE
The student’s learning difficulties are not
PRIMARILY the result of visual, hearing, or
motor disabilities; significant limited
intellectual capacity; significant identifiable
emotional disability; cultural factors;
environmental or economic disadvantage; or
limited English proficiency.
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Janine M Jones, PhD, NCSP
ANALYSIS: AN INABILITY TO LEARN WHICH
CANNOT BE EXPLAINED BY INTELLECTUAL,
SENSORY, OR HEALTH FACTORS
Analysis questions
Cultural considerations
•  Does the student’s emotional condition
(not primarily an intellect or health/
medical issue) significantly interfere with
his/her ability to benefit from
instruction? •  What is the parent/family
perspective of the perceived
problem? Are they equally
concerned?
•  Can we distinguish “inability to
learn” (yes meets criteria) from
“unwillingness to learn” or “uninterested
in learning” (does not meet criteria)? •  What do they see at home
and in the community?
•  Consider student’s English language
proficiency level and can we rule out
impact of second language
acquisition?
Possible data sources: cognitive/
achievement testing, academic records,
vision/hearing screening, H&D history,
observations, interviews and rating scales.
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•  What is the perspective of a
cultural broker (someone with
a similar cultural
background)?
•  Other ideas
•  Specific Informants: parent/
family, cultural brokers,
interpreters
Janine M Jones, PhD, NCSP
ANALYSIS: AN INABILITY TO BUILD OR MAINTAIN
SATISFACTORY INTERPERSONAL RELATIONSHIPS
WITH PEERS AND TEACHERS
Analysis Questions
•  Are there pervasive interpersonal problems with
peers and teachers characterized by conflict
(e.g. verbal and physical aggression when
approach by others), disorganized/distorted
emotions towards others, irritability towards
others, chaos and/or extreme avoidance?
•  Are they profoundly withdrawn or out of touch
with reality when interacting with others?
•  Are the problem(s) with all peers and teachers or
if there are exceptions, consider why? (e.g.,
positive relationship with one teacher or friend?) •  Consider student’s social skills/behaviors in
relation to their: developmental age,
acculturation issues (especially in older
immigrant students), emotional condition,
effects of another disability, (e.g., what may be
learned, has not yet been taught in their culture/
subculture)
•  Possible data sources: observations, rating
scales, interviews, developmental history,
educational records.
Cultural considerations
•  What is the parent
perspective of the
problem?
•  Do they relate differently
to someone with a similar
cultural background?
•  Is the behavior similar to
a Culture bound
syndrome?
•  What is common
behavior for their culture?
•  Other ideas?
•  Specific Informants: child
(with parent AND without
parent present), parent/
family, cultural brokers,
interpreters
ANALYSIS: INAPPROPRIATE TYPES OF BEHAVIOR OR
FEELINGS UNDER NORMAL CIRCUMSTANCES EXHIBITED IN
SEVERAL SITUATIONS
Analysis Questions
•  Are Behaviors or feelings not justified by
circumstances? Exaggerated response to neutral
stimuli.
•  Consider feelings revealed by self statements (verbal
or written) and/or inferred from observable behaviors.
•  Are there catastrophic reactions (emotional
overreactions/low frustration tolerance) to everyday
occurrences?
•  Are they experiencing hallucinations or delusions
(Schizophrenia). •  What are the inappropriate behaviors: rule breaking,
aggression, homicidal, suicidal/self-injury, sexual,
bizarre verbalization, overreaction, repetitive,
obsessive, compulsive, fetishes.
•  Are they unable to conform to desired behavior
despite being motivated to do so?
•  Are there rapid changes in behavior or mood?
•  Consider any adjustment/influencing circumstances
such as medication, drugs, health, life changes/
transitions, etc.
•  Possible data sources: observations, rating scales,
interviews, developmental history, educational
records.
Cultural considerations
•  Is the behavior
revealing a style
acculturation?
•  Is the behavior
associated with
acculturation conflict?
•  What does the family
observe at home and in
the community
•  Is the level of concern
equal?
•  Is there a history of
trauma?
•  Specific Informants:
Child, parent/family,
cultural brokers,
interpreters
ANALYSIS: A GENERAL PERVASIVE MOOD OF
UNHAPPINESS OR DEPRESSION
Analysis Questions
Cultural considerations
•  Pervasive = Home and School? In multiple
•  What is the parent/family
situations at school?
perspective of the problem?
•  DSM Major Depressive Episode: irritability and/•  How is the child’s behavior
consistent or inconsistent with
or sadness persist for most of the day, nearly
others from the same cultural
every day, for at least 2 consecutive weeks.
background?
•  Crying, withdrawal, boredom, angry, aggressive,
•  Is the behavior due to
agitated, eating/sleeping problems, loss of
acculturation conflict?
interest, hopelessness, suicidal.
•  Is the emotional state similar to a
culture bound syndrome?
•  Not just situation specific (divorce, death,
removal from home, homelessness, newcomer to •  What does the family observe at
home and in the community?
US, etc.).
•  Observed in schoolwork (writing, classroom
activities), play (social) and home?
•  Educational impact: motivation, effort,
•  Specific Informants: child,
concentration, distraction, tardies/truancy,
parent/family, cultural brokers,
outbursts/discipline, etc.
interpreters
•  Possible data sources: observations, rating
scales, interviews, developmental history,
educational records
Janine M Jones, PhD, NCSP
ANALYSIS: A TENDENCY TO DEVELOP PHYSICAL
SYMPTOMS OR FEARS ASSOCIATED WITH PERSONAL OR
SCHOOL PROBLEMS
Analysis questions
•  Unexplained headaches, nausea, asthma,
• 
ulcers, tiredness, body aches, light sensitivity
and other vision problems, etc. • 
•  Chronic, not just acute reactions to situation,
and affect learning.
•  Medical evidence indicates no physical
• 
origin? Stress-induced?
•  School phobia/refusal response to systematic
• 
desensitization? •  Re: truancy: Ask student why not in school
• 
and if story makes you feel sad then student
“phobic”/ED; if it doesn’t, then social
maladjusted (e.g., “screw school”, “wanted to
hang out”, “school’s just too much work”, etc.) • 
•  Other fears/disabilities impact learning,
concentration and attendance?
• 
•  Possible data sources: observations, rating
scales, interviews, developmental history,
Janine M Jones, PhD, NCSP
educational records.
Cultural considerations
What is the parent
perspective of the problem
Is the behavior better
explained by a culture
bound syndrome?
Does the parent/family
prefer a cultural specific
intervention?
What is the perspective of a
cultural broker?
Is the emotional reaction
linked to acculturation or
acculturation conflict?
Other ideas?
Specific Informants: parent/
family, cultural brokers,
interpreters
TAKING A DEEPER LOOK
Current Practice
Future Practice
•  Criteria designed to be
a checkbox (yes or no)
•  Tendency to see the
sentence at face value
and find evidence to
support it
•  Once qualified, a
trajectory of often
unfavorable outcomes
are more probable
•  See the criteria as a
continuum rather than
dichotomous
•  Analyze each statement
deeply
•  Remember the series of
decisions points slide–
each time the box is
checked, there is always
another option
•  Seek all alternative
options to be true to LRE
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Janine M Jones, PhD, NCSP
SYSTEMS CHANGE
• Think about practical things that you
can do in your professional role that
will help change the systemic forces
impacting disproportionality.
• On a post it note, solicit at least one
idea from each person at the table.
• Generate a response one at a time in
sequence until no additional ideas are
offered.
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Janine M Jones, PhD, NCSP
SYSTEMS CHANGE IDEAS
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Janine M Jones, PhD, NCSP
FOOD FOR THOUGHT
•  Take a previous SED evaluation that you completed
and review it with your new lens
•  What would you do differently?
•  Did you have the data you needed to respond affirmatively
and with evidence that cultural factors were considered?
•  Did you collect evidence regarding strengths (including
culturally-formed strengths)?
•  In your FBA, did you collect data on positive behaviors or
strengths?
•  Locate a Behavior Support Plans that you
completed and review it with your new lens
•  Was the cultural background of the child incorporated into
the BIP?
•  Was there data collected on strengths?
Resources
Rhodes, R., Ochoa, S. H. & Ortiz, S. O.
(2005). Comprehensive Assessment of
Culturally and Linguistically Diverse
Students: A practical approach. New York:
Guilford.
Flanagan, D. P. & Ortiz, S.O. (2007).
Essentials of Cross-Battery Assessment,
Second Edition. New York: Wiley.
Jones, J.M. (2009). the Psychology of
Multiculturalism in the Schools: a Primer for
Practice, Training, and Research. Bethesda:
NASP.
Contact information: [email protected]
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Janine M Jones, PhD, NCSP