Addressing Race and Implicit Bias in the Functional Behavior Assessment Process: A Pilot Study of Preservice Teacher Training Modules

Autor/inn/en	Enders, Olivia G.; Buonomo, Kristen; Robertson, Rachel
Titel	Addressing Race and Implicit Bias in the Functional Behavior Assessment Process: A Pilot Study of Preservice Teacher Training Modules
Quelle	In: Multiple Voices: Disability, Race, and Language Intersections in Special Education, 22 (2022) 1, S.6-23 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Racism; Bias; Functional Behavioral Assessment; Pilot Projects; Preservice Teacher Education; Preservice Teachers; Positive Behavior Supports; Culturally Relevant Education; Minority Group Students; Students with Disabilities; Discipline; Intervention; Validity + Suchen Sie Ihr Suchwort? Rassismus; Pilot project; Modellversuch; Pilotprojekt; Lehramtsstudiengang; Lehrerausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Disziplin; Gültigkeit
Abstract	Despite decades of research and reform, exclusionary discipline remains disproportionately used with minoritized students and students with disabilities (SWD). The present study investigates how functional behavior assessment (FBA) and Positive Behavior Support Plan (PBSP) procedures can be taught in conjunction with an explicit focus on achieving equitable outcomes for minoritized SWD. Specifically, researchers created modules for preservice teachers focused on racial and cultural bias within the FBA and PBSP processes. In this manuscript, we will detail the development, delivery, and preservice teachers' perceptions of modules, directly and explicitly challenge color-evasive FBA and PBSP practices, and consider how PBSPs can be culturally responsive. We present results of social validity surveys and the School Record Analysis (SRA), a tool used to measure preservice teachers' implicit racial biases. Exploratory results suggest the modules provide a promising and necessary step for using behavior analysis to address disproportionate use of exclusionary discipline for minoritized SWD. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. Great Lakes Equity Center. Indiana University School of Education-IUPUI, 902 W. New York St., Indianapolis, IN 46202. Tel: 317-278-3493; e-mail: mvjourn@iupui.edu; Web site: https://meridian.allenpress.com/mvedel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01