Meeting Notes 7/22
by Sanchez, Lisa
Hello team,
Meeting Notes can be found here: https://www.dropbox.com/scl/fi/z2dpisyye8ydbbyps0t71/July-Meetings.docx?r...
Action Items:
*
Dr. Burke will login IRB again today
*
CWPT meeting scheduled for 8am (Burke & BP), format & materials needs to be updated. CWPT assessments can be discussed
*
Dr. Boon will book BP provided these Friday October 11th 10-12, Friday November 8th 10-12.
*
Sanchez will extend invite in calendar through August
*
Dr. Boon will follow up w/ Burke about PD Titles/Abstracts & Flyers for Denise at Region One
*
Dr. Burke will follow up with Steve
*
Dr. BP will follow up with New Caney
*
Dr. Boon will follow up with Ms. Correa with Progresso ISD
*
Sanchez will send website info to Dr. Padilla (Renee no longer works for BCDD). Any updates/content can be added to this document:
*
https://www.dropbox.com/scl/fi/gfade91ndvegpm7zwcpz7/LEER-Website-July202...
Have a great week!
Lisa Rodriguez Sanchez
Postdoctoral Research Associate
Baylor University, School of Education
Department of Educational Psychology
One Bear Place
Waco, TX 76798-7304
2 years
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
ZjQcmQRYFpfptBannerStart
This Message Is From an External Sender
This message came from outside your organization.
ZjQcmQRYFpfptBannerEnd
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/...>
2 years
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
2 years
Project LEER - Agenda
by Richard Boon
Hi Everyone,
Please see our items to discuss below.
* IRB at Baylor - (Lisa S)
* CWPT Materials - (Lisa BP)
* CWPT Assessments - (Mack)
* CWPT Teacher Training on Monday, August 12 at 1:00pm for Mr. Schraub & Ms. Su via Zoom - (Lisa BP/Richard)
* Number of Co-Taught World History Sections from Ms. Lopez at Marshall HS - (Richard)
* PD for Fall 2024 from Mr. Halle, Principal & Mr. Tilbury, Academic Dean at Marshall HS - (Richard)
* PD for Fall 2024 from Dr. Cruz, Assistant Principal at Lanier HS - (Richard)
* PD for Fall 2024 from Ms. Martinez, Principal at Tafolla MS - (Richard)
* PD Titles/Abstracts & Flyers for Denise at Region One - (Mack)
* PD for Fall 2024 at UTSA - (Lisa BP/Richard)
* Website - (Lisa S)
* When2meet for August/Fall 2024 - (Lisa S)
Thanks!
Kind regards,
Richard
2 years
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
2 years
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...
[cid:image001.jpg@01DAD772.4246A2E0]
2 years
FW: We're excited to announce APBS 2025 Conference Theme!
by Burke, Mack
Contact me if you plan on going…MDB
From: Sarah Wilkinson <info(a)APBS.org>
Date: Monday, July 15, 2024 at 11:02 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: We're excited to announce APBS 2025 Conference Theme!
You don't often get email from info(a)apbs.org. Learn why this is important<https://aka.ms/LearnAboutSenderIdentification>
[https://oasis-prod01-unlayer.s3.us-east-1.amazonaws.com/1720627635550-Web...]
Together Towards Tomorrow: Uniting PBS across the Lifespan
Dear APBS Community,
I am excited about what we have to offer at this year’s conference. We have taken the opportunity to reimagine the conference, leveraging past attendees' input to include more networking opportunities, collaboration, and new opportunities to celebrate you and your daily work. I hope you will consider joining us in St. Louis, Missouri, March 12-15, 2025, at the Hyatt Regency St. Louis at the Arch. This week registration and the call for proposal will open. We appreciate your patience while our new Executive Director, the Board of Directors, and the Annual Conference Planning Workgroup have been diligently working to ensure a dynamic conference experience for each of you.
The theme for the 2025 APBS conference is “Together Towards Tomorrow: Uniting PBS across the Lifespan.” By choosing this topic, I hope that we can take stock of the contributions of self-advocates, practitioners, and researchers alike to deepen our understanding of positive behavior support and its impact on our lives. I hope to highlight links between current research and practice to celebrate our strengths and identify new areas for exploration. And, I hope to outline directions towards a future where we are united in our shared goal of advocating for the use of positive behavior support across tiers, in many types of settings, and at all life stages.
A focus on systems, practices, data, outcomes, and equity is central to the success of PBS no matter where we work and with whom. Uniting PBS across the lifespan brings together our members’ varied experiences and areas of expertise for a common purpose. This vision ensures our organization’s continued dedication to implementing PBS in a range of school, home, community, and facility settings. It is woven into fundamental questions we all strive to answer in our work, including how we can best set folks up for success to meet behavioral expectations, how we can ensure the practices we implement are culturally and contextually relevant, and how we can effectively use data to engage in a cycle of continuous improvement.
We welcome submissions for papers and panel proposals. Here is an illustrative sample of topics:
* Supporting Child Development Through the Use of PBS in Early Childhood Settings
* Integrating PBS, Academics, and Mental Health Within a Multi-Tiered System of Support
* Using PBS to Teach Functional Skills to Individuals with Significant Disabilities
* Ensuring Equitable Access to Educational Supports Through PBS
* Increasing the Use of PBS Practices in Classroom Settings
* Supporting Parents by Advocating for PBS at Home
* Enhancing PBS Supports for Adults Living in Residential Facilities
* Alignment of Systems, Data, Practices, and Outcomes Across all Three Tiers of the PBS Framework
We hope you will consider joining us in St. Louis, Missouri, March 12-15, 2025. There are so many new and exciting opportunities for you to learn, connect, and engage with colleagues all over the world! Keep an eye on your inbox and on apbs.org as more information is coming this week!
Sincerely,
[https://oasis-prod01-unlayer.s3.us-east-1.amazonaws.com/1720564215784-Wil...]
Sarah Wilkinson
President, Board of Directors
The Association for Positive Behavior Support
[https://oasis-prod01-unlayer.s3.us-east-1.amazonaws.com/1720628463037-APB...]
Contact Us?
Association for Positive Behavior Support (APBS)
19 Mantua Road, Mt. Royal, NJ 08061
(856) 284-3529
conference(a)apbs.org<http://clicks.memberclicks-mail.net/ls/click?upn=u001.57gY2fBWy1gZxqKw5Hv...>
________________________________
This email was sent to mack_burke(a)baylor.edu<mailto:mack_burke@baylor.edu> by conference(a)apbs.org<mailto:conference@apbs.org>
The Association for Positive Behavior Support • 19 Mantua Road, Mount Royal, New Jersey 08061, United States • 856-423-7222<tel:856-423-7222>
Remove My Email or Manage Preferences<http://clicks.memberclicks-mail.net/ls/click?upn=u001.57gY2fBWy1gZxqKw5Hv...> • Privacy Policy<http://clicks.memberclicks-mail.net/ls/click?upn=u001.57gY2fBWy1gZxqKw5Hv...>
[Powered by MemberClicks]<http://clicks.memberclicks-mail.net/ls/click?upn=u001.57gY2fBWy1gZxqKw5Hv...>
[http://apbs.memberclicks.net/message2/image/ae52db27-58e4-4f13-9295-21ea9...]
2 years
The iceman
by Burke, Mack
I am also thinking of trying out for Martial Arts the mindfulness methods of the Dutch extreme athlete- The Iceman- Wim Hoff - combines deep meditation and cold therapy (have to be creative here in Texas on that one…)
Just in case anyone wants to try it out with me….:). Always nice to suffer with someone else…
https://www.wimhofmethod.com/iceman-wim-hof
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Wednesday, July 10, 2024 at 12:30 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: The iceman
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Wednesday, July 10, 2024 at 12:28 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.leer] Re: mindfulness a culturally appropriate practice?
I forgot- also it is very much similar to the movement in the US for those of you who like Ralph Waldo Emerson and Henry David Thoreau. Transcendentalism would be the American specific version perhaps of mindfulness in the mid 1800s-
https://en.wikipedia.org/wiki/Transcendentalism
https://en.wikipedia.org/wiki/History_of_New_Thought
William James is the father of modern psychology:
Psychologist and philosopher William James<https://en.wikipedia.org/wiki/William_James> labelled New Thought "the religion of healthy-mindedness" in his study on religion and science, The Varieties of Religious Experience<https://en.wikipedia.org/wiki/The_Varieties_of_Religious_Experience>.[1]<https://en.wikipedia.org/wiki/History_of_New_Thought#cite_note-1>[2]<https://en.wikipedia.org/wiki/History_of_New_Thought#cite_note-2>
MDB
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Wednesday, July 10, 2024 at 12:18 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] mindfulness a culturally appropriate practice?
So here is a cultural question for all of you- Is mindfulness a culturally appropriate/responsive practice? There is some evidence for it as being effective- but that is different question than cultural relevance- It comes from Buddhist practices originally- a bit like Yoga comes from India- but now is integrated in all kinds of different ways in education and psychology (e.g., mindfulness-based positive behavior support?). I am not sure it has much roots in African or Hispanic cultures…and perhaps on the Catholic side there is spiritual exercises that are very similar to mindfulness...and the Greek stoics practiced something similar I believe. Psychology certainly westernizes and decontextualizes it as a practice…
MDB
Ps- the study is actually pretty cool though for those of you into group research.
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.20...
https://en.wikipedia.org/wiki/Mindfulness
https://en.wikipedia.org/wiki/Yoga
2 years
