Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk.
by Burke, Mack
One more from Dr. Campbell- very nice results….MDB
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fspq0000648
Campbell, A. R., Sallese, M. R., Moeyaert, M., Calhoun, T. E., & Imler, M. H. (2024). Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000648<https://psycnet.apa.org/doi/10.1037/spq0000648>
Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students’ competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social–emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers’ recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
9 months, 2 weeks
FW: Flourishing Together: The Baylor Center for Developmental Disabilities Newsletter
by Burke, Mack
FYI- MDB
From: Baylor Center for Developmental Disabilities <bcdd(a)baylor.edu>
Date: Wednesday, July 31, 2024 at 11:00 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Flourishing Together: The Baylor Center for Developmental Disabilities Newsletter
[Baylor University Mark]<https://t.e2ma.net/click/n4ydth/br00xghc/vmucqcb>
[Baylor Center for Developmental Disabilities]<https://t.e2ma.net/click/n4ydth/br00xghc/bfvcqcb>
[Flourishing Together - Newsletter of BCDD]<https://t.e2ma.net/click/n4ydth/br00xghc/r7vcqcb>
Welcome Note...
With summer soon drawing to a close, we are already looking ahead to the start of another wonderful school year. As a Center committed to identifying and disseminating best practices in education, we are excited about the array of new school-based projects, studies, and workshops that will launch this fall. We believe every student with a disability deserves a high-quality education marked by the three R’s—rigor, relevance, and relationships. This involves accessing rigorous instruction, participating in relevant learning experiences, and developing meaningful relationships with peers and teachers. When we do this work well, we can change the trajectories of all students. You can learn more about our education-focused projects here<https://t.e2ma.net/click/n4ydth/br00xghc/7zwcqcb>. In the meantime, we hope you enjoy the remaining weeks of summer with family, friends, and community.
- Erik Carter & Kristen Padilla
CENTER HIGHLIGHTS
* Three Center staff members spoke at the 2024 Transitioning Students to Achieve Independence through Career Education (TAVAC) Conference<https://t.e2ma.net/click/n4ydth/br00xghc/nsxcqcb>, which was held in Waco. Erik Carter's keynote was titled, "The Road to Employment for Transition-Age Youth: Postures, Practices, and Partnerships that Matter Most." Grace Casper presented about employing people with disabilities. MacKenzie Wicker spoke on "Interventions to Support Employment-Related Transferable Skills for Individuals with Intellectual and Developmental Disabilities."
* We exhibited<https://t.e2ma.net/click/n4ydth/br00xghc/3kycqcb> our faith and disability research and resources at the annual Alleluia Conference, hosted by our colleagues at the Dunn Center for Christian Music Studies.
* Our Sibling SUCCESS summer camp<https://t.e2ma.net/click/n4ydth/br00xghc/jdzcqcb>--held at our community clinics--supported brothers and sisters of children with autism.
* We look forward to welcoming back our student fellows and Baylor students after a relaxing summer break.
SAVE THE DATES
* We are excited to host the second annual Community Field Day<https://t.e2ma.net/click/n4ydth/br00xghc/z5zcqcb> (Registration is now open)! This event will be held on Saturday, October 5, from 10 a.m. to 12 p.m. at McLane Stadium. Youth and adults with developmental disabilities ages 12 and older and their families are invited to enjoy field games and learn about how to take care of their health. This event is co-sponsored by the National Down Syndrome Society, with Congressman Pete Sessions as the Honorary Chair.
* A Special Starry Night<https://t.e2ma.net/click/n4ydth/br00xghc/fy0cqcb> will take place on Saturday, December 7, at the Hurd Welcome Center! We are co-hosting this event with The Arc of McLennan County and the Heart of Texas Autism Network (HOTAN). The evening will include dinner, dancing, sensory Santa, and a sensory room for those who prefer a quieter atmosphere.
* The OsoAble Transition to Adulthood<https://t.e2ma.net/click/n4ydth/br00xghc/vq1cqcb> will be held this fall on October 10 at the Hurd Welcome Center. This full-day event is tailored for adolescents and young adults aged 13-30 with intellectual and developmental disabilities (IDD), their parents, educators, and service providers. It aims to provide valuable information about postsecondary opportunities for transition-aged youth and young adults with IDD. Don't overlook this chance to learn new tips and connect with others who share your interests.
[Save the date for OSO ABLE on Thursday, October 10, 2024 from 9 a.m. to 4 p.m. at the Hurd Welcome Center at Baylor University]<https://t.e2ma.net/click/n4ydth/br00xghc/bj2cqcb>
FACULTY SPOTLIGHT
[Dr. Tracey Jones]<https://t.e2ma.net/click/n4ydth/br00xghc/rb3cqcb>
Dr. Tracey Jones is passionate about bilingual education and promoting linguistic diversity. With a career spanning more than 25 years, she cares deeply about creating inclusive educational environments for all students, including those with disabilities. Dr. Jones serves as a Clinical Assistant Professor at Baylor University, where she specializes in Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education. Her contributions to the Baylor Center for Developmental Disabilities (BCDD) continue to be substantial. As a Faculty Affiliate, she helps lead the Center’s Spanish-language caregiver training series.
READ MORE...<https://t.e2ma.net/click/n4ydth/br00xghc/733cqcb>
We encourage Baylor faculty and postdocs whose teaching, research, or interests focus on disability to consider affiliating with our Center. Learn more about what it means to become a faculty affiliate<https://t.e2ma.net/click/n4ydth/br00xghc/nw4cqcb>.
STUDENT SPOTLIGHT
[Janie Contreras]<https://t.e2ma.net/click/n4ydth/br00xghc/3o5cqcb>
Janie Contreras-Muñoz is filled with anticipation about the many opportunities that lie ahead. As she enters her final year as a doctoral candidate in the School Psychology program at Baylor University, she is deeply involved in research and training that impacts the lives of diverse families. Her work focuses on enhancing the social well-being of families dealing with various health conditions and developmental disabilities. She also serves as a Student Fellow with the Baylor Center for Developmental Disabilities (BCDD).
READ MORE...<https://t.e2ma.net/click/n4ydth/br00xghc/jh6cqcb>
PARTICIPATE IN RESEARCH
Researchers at the Baylor Center for Developmental Disabilities<https://t.e2ma.net/click/n4ydth/br00xghc/z96cqcb> are often recruiting participants for research projects. Learn more below.
Caregivers AID (Assisting Development of Independent Daily Living Skills)
Renming Liu is seeking participants for a study on using a caregiver-implemented structured work system to promote independence in daily living skills for children with intellectual or developmental disabilities. The study will be conducted in person (e.g., at Baylor University, Baylor CARE, or the participants' homes). Participants must be 5 years or older and have an intellectual or developmental disability diagnosis. If you are interested in participating or would like more information, please get in touch with Renming Liu<mailto:renming_liu1@baylor.edu>.
Family FOCUS
Family FOCUS: Future Oriented Collaboration and United Support is a service model in which a Goal Selection Guide is being created. The purpose of Family FOCUS is to help families plan for the future of their child with autism. The purpose of this guide is to serve as a checklist or roadmap for families evaluating their plans for their child’s future. For questions, please feel free to contact Dr. Jessica Akers<mailto:Jessica_Akers@baylor.edu>. CLICK HERE FOR THE SURVEY<https://t.e2ma.net/click/n4ydth/br00xghc/f27cqcb>
Student-Developed Self-Management Interventions Aimed at Improving Self-Management Behaviors of Students with IDD
Dr. Patrick Mallory, a postdoctoral research associate in the Educational Psychology Department, is conducting a study to evaluate the effectiveness of student-developed self-management interventions aimed at improving self-management behaviors of students with an Intellectual or Developmental Disability (IDD). This includes enhancing skills such as staying on-task, completing tasks, and organization skills. If you are interested or would like to receive more information about the study, please email Patrick Mallory<mailto:Patrick_Mallory@Baylor.edu>.
Learning a Second Language
Doctoral student Monse Austin is conducting a research study to teach vocabulary in a foreign language to children with autism or a developmental or intellectual disability. To sign up, please email Monse<mailto:Monse_Austin@baylor.edu> at Monse_Austin(a)baylor.edu.
[conducting a research study to teach a foreign language using technology to children with autism or a developmental or intellectual disability. Call 254.710.7677 to sign up]<mailto:monse_austin@baylor.edu?subject=research%20study>
GIVE TO THE CENTER
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Your generous giving helps us expand our impact in the areas of education, faith, families, transition to adulthood, and many more. Please consider donating to help advance this faithful work in more widespread ways. Donate Today!<https://t.e2ma.net/click/n4ydth/br00xghc/rfadqcb>
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9 months, 2 weeks
Re: DEI Vs. MFE
by Burke, Mack
PS- don’t misrule- I like Santa and gifts too…😊
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Wednesday, July 24, 2024 at 3:20 PM
To: project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.diverse] DEI Vs. MFE
These posts to the list serv are part of my mentoring approach as there is so much misinformation in the popular literature. I would usually cover in Issues and Trends. Perhaps we will revisit if we can get it on the schedule.
There are two dualling views right now worth thinking about: diversity, inclusion and equity Vs. merit, fairness, and equality.
Special education and addressing disparities is indeed based on the idea of equity- we give something to one group (in this case, based on disability), that we don’t give another. Yet, the neurodiverse movement would have us spread that “special education” out across all students (each student gets a slice of a special education based on diversity as everyone is diverse in some way...) which many argue effectively kills the premise of equity based on disability). The other issue is the one of fairness, what is fair? And depending on how you think about them…can lead to very different places for intervention.
In the big picture…the old left position was one of class or SES (think of the labor movement, unions, 40 hour work week, child labor laws), which diverges from the new left position that of culture (often defined as race/ethnicity, but more recently expanded and generalized into other areas of identity from gender to race to neurodiversity, and then within each, there are variations…the four waves of feminism for example).
Merit, Fairness, and Equality
https://hxstem.substack.com/p/merit-fairness-and-equality
Diversity, Equity, and Inclusion (DEI) bureaucracies are now ubiquitous at universities. However, DEI is in tension with the telos of a university: the pursuit of truth through the production and dissemination of knowledge. DEI programs also violate the moral principles of treating all human beings equally and not using them as mere instruments to achieve socio-political ends. In order to protect the integrity of universities it is necessary to offer an alternative to the DEI agenda.
Diversity, Inclusion and Equity.
https://www.vox.com/policy/2023/5/4/23644810/equity-social-justice-equali...
[Bernie Sanders was stumped. The question, posed by Bill Maher on a recent episode of his HBO show, was, “How would you differentiate between ‘equity’ and ‘equality’? “Well, equality we talk about —” Sanders broke off. “I don’t know what the answer to that is,” he admitted]
Also:
New Left:
https://en.wikipedia.org/wiki/New_Left
Old left:
https://en.wikipedia.org/wiki/Old_Left
And no group speaks with one voice- you see divergence as well with Glen Lowery- who signed onto the piece about merit, fairness, and equality, was the first black economics professor at the age of 33 to gain tenure at Harvard.
https://en.wikipedia.org/wiki/Glenn_Loury
And
Derik Bell, who is the father of CRT, who brought the ideas of the Frankfurt School of Marxist Criticism to the legal world, which in turn was applied to feminism and intersectionality and gender identity by people like Kimberly Crenshaw.
https://en.wikipedia.org/wiki/Derrick_Bell
https://en.wikipedia.org/wiki/Kimberl%C3%A9_Crenshaw
I have spent last 20 years in Germany during the summer and we always debate Marx (who was German, even though he fled to England with Engels and is buried in London). The Frankfurt school (which is no longer a school really- more of a school of thought, but a group of German socialist philosophers who fled Germany to the US as National Socialism took over during WW2, basically applies Marx’s class struggle to identity (gender, race, disability, etc.) and combines it with Freud’s psychoanalysis.
https://en.wikipedia.org/wiki/Frankfurt_School
And I think have written some interesting things- the “commodification of culture” is a good one that is an interesting idea- think of how Phil Knight commoditizes black culture to sell Nike shoes using labor from China…same with music industry, or perhaps the “Keep Christ in Christmas” movement- as Christmas as a religious holiday is often commoditized and used to emphasize materialism with Santa and selling presents undercutting the meaning of the holiday. As in all things- the “devil is in the details” and especially, application.
MDB
9 months, 3 weeks
DEI Vs. MFE
by Burke, Mack
These posts to the list serv are part of my mentoring approach as there is so much misinformation in the popular literature. I would usually cover in Issues and Trends. Perhaps we will revisit if we can get it on the schedule.
There are two dualling views right now worth thinking about: diversity, inclusion and equity Vs. merit, fairness, and equality.
Special education and addressing disparities is indeed based on the idea of equity- we give something to one group (in this case, based on disability), that we don’t give another. Yet, the neurodiverse movement would have us spread that “special education” out across all students (each student gets a slice of a special education based on diversity as everyone is diverse in some way...) which many argue effectively kills the premise of equity based on disability). The other issue is the one of fairness, what is fair? And depending on how you think about them…can lead to very different places for intervention.
In the big picture…the old left position was one of class or SES (think of the labor movement, unions, 40 hour work week, child labor laws), which diverges from the new left position that of culture (often defined as race/ethnicity, but more recently expanded and generalized into other areas of identity from gender to race to neurodiversity, and then within each, there are variations…the four waves of feminism for example).
Merit, Fairness, and Equality
https://hxstem.substack.com/p/merit-fairness-and-equality
Diversity, Equity, and Inclusion (DEI) bureaucracies are now ubiquitous at universities. However, DEI is in tension with the telos of a university: the pursuit of truth through the production and dissemination of knowledge. DEI programs also violate the moral principles of treating all human beings equally and not using them as mere instruments to achieve socio-political ends. In order to protect the integrity of universities it is necessary to offer an alternative to the DEI agenda.
Diversity, Inclusion and Equity.
https://www.vox.com/policy/2023/5/4/23644810/equity-social-justice-equali...
[Bernie Sanders was stumped. The question, posed by Bill Maher on a recent episode of his HBO show, was, “How would you differentiate between ‘equity’ and ‘equality’? “Well, equality we talk about —” Sanders broke off. “I don’t know what the answer to that is,” he admitted]
Also:
New Left:
https://en.wikipedia.org/wiki/New_Left
Old left:
https://en.wikipedia.org/wiki/Old_Left
And no group speaks with one voice- you see divergence as well with Glen Lowery- who signed onto the piece about merit, fairness, and equality, was the first black economics professor at the age of 33 to gain tenure at Harvard.
https://en.wikipedia.org/wiki/Glenn_Loury
And
Derik Bell, who is the father of CRT, who brought the ideas of the Frankfurt School of Marxist Criticism to the legal world, which in turn was applied to feminism and intersectionality and gender identity by people like Kimberly Crenshaw.
https://en.wikipedia.org/wiki/Derrick_Bell
https://en.wikipedia.org/wiki/Kimberl%C3%A9_Crenshaw
I have spent last 20 years in Germany during the summer and we always debate Marx (who was German, even though he fled to England with Engels and is buried in London). The Frankfurt school (which is no longer a school really- more of a school of thought, but a group of German socialist philosophers who fled Germany to the US as National Socialism took over during WW2, basically applies Marx’s class struggle to identity (gender, race, disability, etc.) and combines it with Freud’s psychoanalysis.
https://en.wikipedia.org/wiki/Frankfurt_School
And I think have written some interesting things- the “commodification of culture” is a good one that is an interesting idea- think of how Phil Knight commoditizes black culture to sell Nike shoes using labor from China…same with music industry, or perhaps the “Keep Christ in Christmas” movement- as Christmas as a religious holiday is often commoditized and used to emphasize materialism with Santa and selling presents undercutting the meaning of the holiday. As in all things- the “devil is in the details” and especially, application.
MDB
9 months, 3 weeks
FW: Ep. 63 - The Kids Can't Read (Kareem Weaver)
by Burke, Mack
Nice piece on the reading issue also hosted by JFBT- Kareem Weaver has picked the science of reading up and framed it as an equity issue. If you look at the Hill article with the data linked. Upward mobility will never happen for black and brown children and families if this isn’t addressed- an equity issue we should all be able to agree on…MDB
https://thehill.com/opinion/education/579750-many-of-americas-black-youth...
“My team and I scoured the NAEP data sets and found a trend that should concern every politician — indeed, every American. In California, 90 percent of students cannot do math<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> or read<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> well. In New York, the numbers are 85 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> and 82 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...>. In Illinois it is 86 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> and 85 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...>. In Texas the numbers are 84 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> and 89 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...>. Maryland sits at 86 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> for math and 80 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> for reading. My home state of South Carolina is 90 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> and 87 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...>. In Georgia, the numbers are 86 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> and 82 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...>. In Missouri, it is 89 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> and 88 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...>. And in Washington, D.C., the numbers are 85 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...> and 87 percent<https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/20...>. “
From: Journal of Free Black Thought <freeblackthought(a)substack.com>
Date: Wednesday, July 24, 2024 at 5:03 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Ep. 63 - The Kids Can't Read (Kareem Weaver)
Listen now | An interview with education reformer Kareem Weaver
͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏ ͏
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Free Black Thought Podcast<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
Ep. 63 - The Kids Can't Read …<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
0:00<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
1:28:51<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
[Image removed by sender.]<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
Ep. 63 - The Kids Can't Read (Kareem Weaver)<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
An interview with education reformer Kareem Weaver
Free Black Thought<https://substack.com/@freeblackthought>
Jul 24
[Image removed by sender.]<https://substack.com/@freeblackthought>
[Image removed by sender.]<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
[Image removed by sender.]<https://substack.com/app-link/post?publication_id=414210&post_id=14688402...>
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READ IN APP[Image removed by sender.]<https://open.substack.com/pub/freeblackthought/p/ep-63-the-kids-cant-read...>
Host Connie Morgan talks with Kareem Weaver about what lead a guy who grew up in the hood surrounded by chaos to become a leader in the literacy and education reform movement. Kareem is the Co-Founder & Executive Director of FULCRUM (Full and Complete Reading is a Universal Mandate).
· Full and Complete Reading is a Universal Mandate (FULCRUM)<https://substack.com/redirect/469d8ad4-576d-486e-97eb-5852318fb4fb?j=eyJ1...>
· Ep. 13 - What You Don't Know About American Lynchings (Bill Carrigan)<https://substack.com/redirect/ab97e7b4-b72b-44fa-8c2e-200556d83787?j=eyJ1...>
· The Marva Collins 60 Minutes episode<https://substack.com/redirect/756c25d3-c56d-4631-b479-c7c640762cf1?j=eyJ1...>
· The Marva Collins Story<https://substack.com/redirect/dc776cc9-f220-4a98-8d66-d8584ace41a7?j=eyJ1...>
· The Right to Read<https://substack.com/redirect/611c41bd-7d0c-44a9-b969-d84271f382fa?j=eyJ1...> - documentary featuring Kareem
[Image removed by sender.]<https://substack.com/redirect/b9c279d6-7b47-45c2-89e8-95a50fff00b7?j=eyJ1...>
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9 months, 3 weeks
Science of Reading Laws
by Burke, Mack
More for the grist mill…I think there are now science of reading laws in over 40 states thanks in part to colleagues working across conservative groups, department of education, and state chapters of the NAACP…sort of bridgebuilding that needs to happen…The Hill piece below is accurate on illiteracy rates for black/brown children- more my area- you also see the same for disproportionality and suspension/expulsion in schools (and of course, reading, academics, and behavior are correlated). Nice piece on the need to pair implementation science with the science or reading (I would add the science of behavior), otherwise, it is just another nice idea that is not implemented. It also is at “loggerheads” (a very scientific term…😊) of the current anti-interventionist perspectives being pushed by many of the diversity movements, which views science as a form of oppression, including the neurodiverse movement…
https://www.aei.org/education/the-science-of-reading-is-on-a-winning-stre...
https://www.commentary.org/articles/robert-pondiscio/teaching-reading-right/
https://thehill.com/opinion/education/579750-many-of-americas-black-youth...
https://www.nytimes.com/2024/01/03/us/what-to-know-about-the-science-of-r...
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
9 months, 3 weeks
Re: Meeting today
by Eslami, Zohreh R.
Dear All,
I had a defense meeting which is taking longer than expected. My apologies for not being able to attend.
It should be completed quickly and when done, I will join the meeting.
Best
ZE
Dr. Eslami
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Monday, July 22, 2024 12:27 PM
To: project.leer(a)lists.it.utsa.edu; project.diverse(a)lists.it.utsa.edu
Subject: [Project.diverse] Over/under representation in sped
Being sent papers to review on the over/under representation issue for some reason...this is one part I put in for a recommendation...the issue I thinking more and more is not so much under/over representation in special education- it varies according
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Being sent papers to review on the over/under representation issue for some reason...this is one part I put in for a recommendation...the issue I thinking more and more is not so much under/over representation in special education- it varies according to category, rather, it is an issue of "attribution" of the over/under issue that is important to understand and unpack...MDB
Most importantly, expand into a paragraph in terms of "attribution" of underrepresentation or overrepresentation. The rub or point of contention is the different results across the studies in terms of the risk factor or covariate adjustment- which flips the odds ratios from overrepresentation (which has been the assumption for 20+ years) to underrepresentation. That as a raw number, there is overrepresentation, but when risk factors/indicators/markers are included in the analysis, the odds ratios indicate underrepresentation.
"Disability under-identification in U.S. elementary schools may be contributing to social inequities including lower academic achievement, reduced access to mental health services, and greater rates of exclusionary discipline, adjudication, and incarceration disproportionately experienced by schoolchildren who are racial, ethnic, or language minorities across the life course (Moody, 2016)."
Various attributions are:
a. That special education is institutionally racist/biased (with the implication it should be substantially reformed, if not dismantled and folded into general education).
b. That while there are false positives and false negatives, there are real risk factors that impact disproportionality in that racial, ethnic, or language minorities are exposed to that are causal in contributing to disparities and the disparities reflect differences in the presence of disability at the group level.
c. The process for identification itself is implicitly, if not explicitly biased against or promotes, over/under identification racial, ethnic, or language minorities. The categories of disability are "socially constructed" in ways that are biased toward racial, ethnic, or language minorities and therefore "not objectively real."
d. The categories are poorly defined (e.g., what is the difference in LD and garden variety reading problems or ED and garden variety discipline problems or ADHD and garden variety wandering mind) and biased toward racial, ethnic, or language minorities. Someone must refer students as part of child find, and general education is institutionally racist or biased in either over (or under) referring racial, ethnic, or language minorities as possibility having a disability (with the implication that schools need to make more use of exclusionary clauses for social maladjustment for example in ED, not less.)
f. Students from racial, ethnic, or language who are being identified for services have real needs, but as the disabilities are socially constructed, there should be other ways to serve them. Other areas should be focused on instead as it is a general education problem, not a special education issue (prevention, MTSS, etc.).
g. Some combination of a-f?
One can now see the field splitting on the issue, with those supporting CRT/Discrit from Disability Studies perspectives with its emphasis on identity, intersectionality, and oppression as having a negative view of special education in the attribution:
Is a bridge even possible over troubled water? The field of special education negates the overrepresentation of minority students: a DisCrit
Analysis: https://www.tandfonline.com/doi/abs/10.1080/13613324.2019.1599343<https://urldefense.com/v3/__https:/www.tandfonline.com/doi/abs/10.1080/13...>
Others see it negative views in attribution more to do with politics than science: Kaufman et al.:
On cultural politics in special education: Is much of it justifiable?
https://journals.sagepub.com/doi/10.1177/1044207318822262<https://urldefense.com/v3/__https:/journals.sagepub.com/doi/10.1177/10442...>
"At the core of cultural politics in special education is the argument that unless equal proportions of all specifiable cultural groups are identified for special education and receive both placements and services in equal proportions to all other cultural groups, we should assume that cultural bias or incompetence is the primary explanation for disproportionality."
And as Morgan et al. point out, there is a need for additional special services to address other disparities related to, in this case special health services, but similar studies in mental health and health disparities, in the under-identification of racial, ethnic, or language minorities, not less, in other areas:
https://www.sciencedirect.com/science/article/abs/pii/S0022347622008460<https://urldefense.com/v3/__https:/www.sciencedirect.com/science/article/...>
9 months, 4 weeks
Over/under representation in sped
by Burke, Mack
Being sent papers to review on the over/under representation issue for some reason…this is one part I put in for a recommendation…the issue I thinking more and more is not so much under/over representation in special education- it varies according to category, rather, it is an issue of “attribution” of the over/under issue that is important to understand and unpack…MDB
Most importantly, expand into a paragraph in terms of "attribution" of underrepresentation or overrepresentation. The rub or point of contention is the different results across the studies in terms of the risk factor or covariate adjustment- which flips the odds ratios from overrepresentation (which has been the assumption for 20+ years) to underrepresentation. That as a raw number, there is overrepresentation, but when risk factors/indicators/markers are included in the analysis, the odds ratios indicate underrepresentation.
"Disability under-identification in U.S. elementary schools may be contributing to social inequities including lower academic achievement, reduced access to mental health services, and greater rates of exclusionary discipline, adjudication, and incarceration disproportionately experienced by schoolchildren who are racial, ethnic, or language minorities across the life course (Moody, 2016)."
Various attributions are:
a. That special education is institutionally racist/biased (with the implication it should be substantially reformed, if not dismantled and folded into general education).
b. That while there are false positives and false negatives, there are real risk factors that impact disproportionality in that racial, ethnic, or language minorities are exposed to that are causal in contributing to disparities and the disparities reflect differences in the presence of disability at the group level.
c. The process for identification itself is implicitly, if not explicitly biased against or promotes, over/under identification racial, ethnic, or language minorities. The categories of disability are "socially constructed" in ways that are biased toward racial, ethnic, or language minorities and therefore "not objectively real."
d. The categories are poorly defined (e.g., what is the difference in LD and garden variety reading problems or ED and garden variety discipline problems or ADHD and garden variety wandering mind) and biased toward racial, ethnic, or language minorities. Someone must refer students as part of child find, and general education is institutionally racist or biased in either over (or under) referring racial, ethnic, or language minorities as possibility having a disability (with the implication that schools need to make more use of exclusionary clauses for social maladjustment for example in ED, not less.)
f. Students from racial, ethnic, or language who are being identified for services have real needs, but as the disabilities are socially constructed, there should be other ways to serve them. Other areas should be focused on instead as it is a general education problem, not a special education issue (prevention, MTSS, etc.).
g. Some combination of a-f?
One can now see the field splitting on the issue, with those supporting CRT/Discrit from Disability Studies perspectives with its emphasis on identity, intersectionality, and oppression as having a negative view of special education in the attribution:
Is a bridge even possible over troubled water? The field of special education negates the overrepresentation of minority students: a DisCrit
Analysis: https://www.tandfonline.com/doi/abs/10.1080/13613324.2019.1599343
Others see it negative views in attribution more to do with politics than science: Kaufman et al.:
On cultural politics in special education: Is much of it justifiable?
https://journals.sagepub.com/doi/10.1177/1044207318822262
"At the core of cultural politics in special education is the argument that unless equal proportions of all specifiable cultural groups are identified for special education and receive both placements and services in equal proportions to all other cultural groups, we should assume that cultural bias or incompetence is the primary explanation for disproportionality."
And as Morgan et al. point out, there is a need for additional special services to address other disparities related to, in this case special health services, but similar studies in mental health and health disparities, in the under-identification of racial, ethnic, or language minorities, not less, in other areas:
https://www.sciencedirect.com/science/article/abs/pii/S0022347622008460
9 months, 4 weeks
Evidence advocacy center
by Burke, Mack
Great group- trying to bring evidence to bear on addressing equity issues in education.
https://evidenceadvocacycenter.org/
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
10 months
Finnish Adaption of SEL program
by Burke, Mack
Interesting study with colleague from Finland- Hannu Savolainen. A language and cultrunal adaptation of a Japanese wellness program into Finnish- sort of a “East-West” overlap with cognitive behavioral therpy principles, emotional awarneess and self-regulation thrown in as well. Linguistic translation- cultural adaption into Finnish- and then additional modifications. The “master sword” is kind of funny metaphor (or it could be I just like swords) but is one component of cognitive behavioral therapy- that of slow or gradual exposure to, and then mastery of aversive/demanding/unpleasent activities/tasks…but in baby steps.
Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children.
https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.20...
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10 months