Article & Book-Based CE Options

Division 16 Member Price: $10 ($25 for Non-Members)

Description/Abstract:

We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in school discipline decisions and providing professional development on adapting school-wide behavior systems to improve cultural responsiveness through concrete strategies targeting the patterns. After consent and matching on existing levels of racial inequities, half of the schools were randomly assigned to receive the intervention. Analyses showed that schools receiving the intervention had significant decreases in racial disparities in school discipline and rates of office discipline referrals (ODRs) for Black students, while control schools had minimal change. Results are discussed in terms of improving equity in school discipline within multitiered systems of support.

After reading the School Psychology journal article, completion of the CE Test based on the article is required to earn the CEU.

Learning Objectives: 

• Discuss the identified barriers that have impeded school or district-wide equity efforts
• Describe racial inequities that exist in school-wide discipline
• Describe the ReACT model
• Discuss the benefits of the ReACT model in providing equitable Positive Behavioral Interventions and Supports for all students

Authors: McIntosh, K., Girvan, E. J., Fairbanks Falcon, S., McDaniel, S. C., Smolkowski, K., Bastable, E., … & Baldy, T. S.

Division 16 Member Price: $10 ($25 for Non-Members)

Description/Abstract:

School-wide positive behavioral interventions and supports (SWPBIS) frameworks have been suggested as a promising approach to reducing disproportionality in school discipline practices; however, few studies have tested this potential, and findings have been mixed. In our sample of 27 urban schools and approximately 15,000 students, risk difference and ratio trajectories for office discipline referrals (ODRs) across 3 years of Tier I implementation evidenced sustained or, in some cases, heightened disproportionality for students identified as Black/African American or Latinx/Hispanic (relative to White; in a study subsample), identified as male (relative to a female), enrolled in each school’s upper three grades (relative to lowest three grades), and not participating in special education (relative to participating in special education). Tier I implementation fidelity minimally contributed to expounding trajectories and outcomes across schools. These findings highlight the importance of equity-focused implementation and advanced tiersupports in the service of social justice within schools.

After reading the School Psychology journal article, completion of the CE Test based on the article is required to earn the CEU.

Learning Objectives: 

• Describe student groups overrepresented in Office Discipline Referrals (ODRs)
• Discuss potential sources of discipline inequities for students who are Black/African American, Latinx/Hispanic, male, in upper grades, and/or participating in special education
• Explain the role Tier 1 SWPBIS implementation had on discipline disproportionality

Authors: Zakszeski, B., Rutherford, L., Heidelburg, K., & Thomas, L. (2021)

Division 16 Member Price: $10 ($25 for Non-Members)

Description/Abstract:

The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students’ well-being, psychoeducational experiences, and outcomes, spurring fears for a “lost generation.” In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists’ roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology.

After reading the School Psychology journal article, completion of the CE Test based on the article is required to earn the CEU.

Learning Objectives: 

• Describe the health disparities associated with the COVID-19 pandemic
• Discuss three main recommendations for school psychologists to help prioritize the needs of those most affected by COVID-19
• Discuss the importance of promoting and facilitating stronger, equitable preventative systems in addressing the health and educational disparities resulting from the COVID-19 pandemic

Authors: Sullivan, A. L., Harris, B., Miller, F. G., Fallon, L. M., Weeks, M. R., Malone, C. M., … & Shaver, E. (2021)