Pub Date : 2022-07-25DOI: 10.1080/2372966X.2022.2098813
Cixin Wang, Charissa S. L. Cheah, Jia Li Liu, Qianyu Zhu, Mazneen Havewala, Ruofan Ma, Yeram Cheong, Madison Housden
Abstract A surge of racism and xenophobia toward Asian Americans during the COVID-19 pandemic has led to high levels of stress within this community. We conducted in-depth semistructured interviews with 40 Chinese American parents (35 mothers, Mage = 40.86; SD = 5.59) with elementary school-aged children (Mage = 8.76; SD= 2.17) to understand parents’ perception of their children’s experiences with discrimination and how schools can support Asian American students. Interviews were coded using thematic analyses. The majority of parents (n = 28, 70%) expressed concerns about racial discrimination for their children. However, 28 (70%) parents did not have any specific discussions about racism and discrimination with their children partially because parents felt that the topic of race/racial discrimination was too complex for children to understand. Some parents (22.5%) were also worried that too much discussion about race and discrimination would trigger more discrimination. We identified parents’ beliefs about potential risk and protective factors for racial bullying and discrimination. Parents also generated strategies regarding how schools can help prevent racial discrimination for Asian American students. These strategies set the foundation for collaborative efforts and solutions to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 and beyond. IMPACT STATEMENT This is one of the first qualitative studies to understand Chinese American parents’ perception of their children’s experiences with racial discrimination during COVID-19. Based on the thematic analysis of 40 interviews, we identified parents’ beliefs about potential risk and protective factors for racial discrimination and how schools can help prevent bullying and discrimination for Asian American elementary students. These parent-generated strategies can set the foundation for collaborative efforts to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 pandemic and beyond.
{"title":"Parents’ Perspectives Regarding Anti-Asian Racism During COVID-19: Supporting Elementary Students at School","authors":"Cixin Wang, Charissa S. L. Cheah, Jia Li Liu, Qianyu Zhu, Mazneen Havewala, Ruofan Ma, Yeram Cheong, Madison Housden","doi":"10.1080/2372966X.2022.2098813","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2098813","url":null,"abstract":"Abstract A surge of racism and xenophobia toward Asian Americans during the COVID-19 pandemic has led to high levels of stress within this community. We conducted in-depth semistructured interviews with 40 Chinese American parents (35 mothers, Mage = 40.86; SD = 5.59) with elementary school-aged children (Mage = 8.76; SD= 2.17) to understand parents’ perception of their children’s experiences with discrimination and how schools can support Asian American students. Interviews were coded using thematic analyses. The majority of parents (n = 28, 70%) expressed concerns about racial discrimination for their children. However, 28 (70%) parents did not have any specific discussions about racism and discrimination with their children partially because parents felt that the topic of race/racial discrimination was too complex for children to understand. Some parents (22.5%) were also worried that too much discussion about race and discrimination would trigger more discrimination. We identified parents’ beliefs about potential risk and protective factors for racial bullying and discrimination. Parents also generated strategies regarding how schools can help prevent racial discrimination for Asian American students. These strategies set the foundation for collaborative efforts and solutions to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 and beyond. IMPACT STATEMENT This is one of the first qualitative studies to understand Chinese American parents’ perception of their children’s experiences with racial discrimination during COVID-19. Based on the thematic analysis of 40 interviews, we identified parents’ beliefs about potential risk and protective factors for racial discrimination and how schools can help prevent bullying and discrimination for Asian American elementary students. These parent-generated strategies can set the foundation for collaborative efforts to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 pandemic and beyond.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"435 - 452"},"PeriodicalIF":3.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47545898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/2372966x.2022.2094284
Renee Bergeron, Randy Floyd, P. McNicholas, Ryan L. Farmer
{"title":"Assessment of Intellectual Disability With the Wechsler Intelligence Scale for Children, Fifth Edition: Analysis of Part Score Profiles and Diagnostic Outcomes","authors":"Renee Bergeron, Randy Floyd, P. McNicholas, Ryan L. Farmer","doi":"10.1080/2372966x.2022.2094284","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2094284","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42378600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-20DOI: 10.1080/2372966X.2022.2094283
Sujay V. Sabnis, Daniel S. Newman
Abstract Calls for school psychology researchers to produce scholarship explicitly centered on social justice have grown in recent years. There is a growing community of scholars dedicated to this research area but the knowledge base produced so far remains narrow and constrained in nature. We connect the constrained nature of this scholarship to the epistemological dominance of objectivism which has manifested in many ways, including calls to standardize the meaning of social justice. Social justice researchers must produce their research (whether qualitative, quantitative, or mixed) within the confines of objectivist culture even though social injustice exceeds the constraints of any one epistemological framework. We argue that in order to foster social justice research in school psychology, a plurality of epistemologies is crucial. We present the epistemology of constructionism, and provide various examples of what an epistemologically diversified approach to school psychology research, practice and teaching in social justice may look like. Impact Statement The authors critique the restrictive role of objectivism in social justice-related research in school psychology. This paper can assist the field of school psychology to broaden its epistemological boundaries through constructionism which in turn can allow equity-oriented school psychologists to have a deeper engagement with issues of power, inequity, and injustice in research, practice, and teaching.
{"title":"Epistemological Diversity, Constructionism, and Social Justice Research in School Psychology","authors":"Sujay V. Sabnis, Daniel S. Newman","doi":"10.1080/2372966X.2022.2094283","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2094283","url":null,"abstract":"Abstract Calls for school psychology researchers to produce scholarship explicitly centered on social justice have grown in recent years. There is a growing community of scholars dedicated to this research area but the knowledge base produced so far remains narrow and constrained in nature. We connect the constrained nature of this scholarship to the epistemological dominance of objectivism which has manifested in many ways, including calls to standardize the meaning of social justice. Social justice researchers must produce their research (whether qualitative, quantitative, or mixed) within the confines of objectivist culture even though social injustice exceeds the constraints of any one epistemological framework. We argue that in order to foster social justice research in school psychology, a plurality of epistemologies is crucial. We present the epistemology of constructionism, and provide various examples of what an epistemologically diversified approach to school psychology research, practice and teaching in social justice may look like. Impact Statement The authors critique the restrictive role of objectivism in social justice-related research in school psychology. This paper can assist the field of school psychology to broaden its epistemological boundaries through constructionism which in turn can allow equity-oriented school psychologists to have a deeper engagement with issues of power, inequity, and injustice in research, practice, and teaching.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"625 - 638"},"PeriodicalIF":3.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48163702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-20DOI: 10.1080/2372966X.2022.2093125
Chynna S. McCall, Monica E. Romero, Wenxia Yang, Tanya Weigand
Abstract The approaches we are using presently with social–emotional learning (SEL) curricula are not truly meeting the needs of our students. SEL programs have proven successful in many areas of mental and social wellbeing but fall short of their intended goals of promoting social warmth and human relationships. The literature suggests that minoritized students consistently report issues with perceptions of fit in the classroom environment, and these perceptions have known negative effects on academic and social outcomes. Current SEL curricula largely reflect White, middle class, American beliefs and values, perpetuating the negative social arrangements of disenfranchisement and marginalization. There is a significant need to reframe SEL curriculum development to remove this majority influence and encourage school stakeholders to challenge existing social inequities. SEL curricula have the potential to be key elements in creating more equitable school communities by more effectively addressing discrimination and prejudice through their frames of reference and the skills they help students and other stakeholders develop. Future research, actionable items and recommendations regarding how to adapt current SEL curricula are also discussed. Impact Statement Current social–emotional learning (SEL) continues to perpetuate systems of oppression and fails to meet the needs of our minoritized student populations (Black/indigenous/people of color, LGBTQ+, dis/abled, immigrant, etc.). The school psychologist is integral in helping to facilitate the shift in the focus of SEL from “fixing” the deficits of individual students to focusing on the social contexts and social systems that affect the entire classroom, school, and community in order to more effectively meet the needs of minoritized student populations.
{"title":"A Call for Equity-Focused Social-Emotional Learning","authors":"Chynna S. McCall, Monica E. Romero, Wenxia Yang, Tanya Weigand","doi":"10.1080/2372966X.2022.2093125","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2093125","url":null,"abstract":"Abstract The approaches we are using presently with social–emotional learning (SEL) curricula are not truly meeting the needs of our students. SEL programs have proven successful in many areas of mental and social wellbeing but fall short of their intended goals of promoting social warmth and human relationships. The literature suggests that minoritized students consistently report issues with perceptions of fit in the classroom environment, and these perceptions have known negative effects on academic and social outcomes. Current SEL curricula largely reflect White, middle class, American beliefs and values, perpetuating the negative social arrangements of disenfranchisement and marginalization. There is a significant need to reframe SEL curriculum development to remove this majority influence and encourage school stakeholders to challenge existing social inequities. SEL curricula have the potential to be key elements in creating more equitable school communities by more effectively addressing discrimination and prejudice through their frames of reference and the skills they help students and other stakeholders develop. Future research, actionable items and recommendations regarding how to adapt current SEL curricula are also discussed. Impact Statement Current social–emotional learning (SEL) continues to perpetuate systems of oppression and fails to meet the needs of our minoritized student populations (Black/indigenous/people of color, LGBTQ+, dis/abled, immigrant, etc.). The school psychologist is integral in helping to facilitate the shift in the focus of SEL from “fixing” the deficits of individual students to focusing on the social contexts and social systems that affect the entire classroom, school, and community in order to more effectively meet the needs of minoritized student populations.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"586 - 607"},"PeriodicalIF":3.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1080/2372966x.2022.2087477
Andryce Clinkscales, Courtenay A. Barrett, Shelbie E Spear
{"title":"The Role of Racial Match Between Students and Teachers in School-Based Consultation","authors":"Andryce Clinkscales, Courtenay A. Barrett, Shelbie E Spear","doi":"10.1080/2372966x.2022.2087477","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2087477","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48581064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/2372966X.2022.2041212
Isaac L. Woods
Abstract After decades of advancement in education equality, a disproportional number of racially minoritized students are placed in special education. Addressing the disproportionality is a complicated issue due to various contributing factors. One possible cause is racial bias from teachers who rate problem behaviors of African American boys for special education evaluations. This study investigated the effect of a student’s race on teachers’ ratings of problem behavior for special education evaluations. In an online study, the race of an African American student, Asian American student, and European American student were manipulated in a vignette of a hypothetical child. Participants read one of three vignettes and completed the Achenbach System of Empirically Based Assessment Teacher Report Form and a 7-item questionnaire. Although results evinced teachers perceived the home life of the African American student as poorer quality, no racial bias in ratings of internalizing behaviors, externalizing behaviors, referrals for special education, likelihood of postsecondary education, and academic functioning were found. The strengths, limitations, and implications for experimental studies and clinical practice for examining racial bias are discussed. Impact Statement This experimental study seeks to determine when manipulating the race/ethnicity of a child, can teachers rate a vignette of a student similarly on a broad rating scale. No prior study has centered African American boys, used a norm-referenced broad rating scale for both externalizing disorders and internalizing disorders in a vignette, and included national sample in an online study on racial bias in the United States of America.
{"title":"Teachers’ Racial Bias: Can Teachers Rate an African American Boy Similarly to His Racial Counterparts on Problem Behaviors for a Broad Rating Scale?","authors":"Isaac L. Woods","doi":"10.1080/2372966X.2022.2041212","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2041212","url":null,"abstract":"Abstract After decades of advancement in education equality, a disproportional number of racially minoritized students are placed in special education. Addressing the disproportionality is a complicated issue due to various contributing factors. One possible cause is racial bias from teachers who rate problem behaviors of African American boys for special education evaluations. This study investigated the effect of a student’s race on teachers’ ratings of problem behavior for special education evaluations. In an online study, the race of an African American student, Asian American student, and European American student were manipulated in a vignette of a hypothetical child. Participants read one of three vignettes and completed the Achenbach System of Empirically Based Assessment Teacher Report Form and a 7-item questionnaire. Although results evinced teachers perceived the home life of the African American student as poorer quality, no racial bias in ratings of internalizing behaviors, externalizing behaviors, referrals for special education, likelihood of postsecondary education, and academic functioning were found. The strengths, limitations, and implications for experimental studies and clinical practice for examining racial bias are discussed. Impact Statement This experimental study seeks to determine when manipulating the race/ethnicity of a child, can teachers rate a vignette of a student similarly on a broad rating scale. No prior study has centered African American boys, used a norm-referenced broad rating scale for both externalizing disorders and internalizing disorders in a vignette, and included national sample in an online study on racial bias in the United States of America.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"264 - 278"},"PeriodicalIF":3.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43599180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/2372966x.2022.2087476
Emily R. DeFouw, J. Owens, Samantha M. Margherio, S. Evans
{"title":"Supporting Teachers’ Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?","authors":"Emily R. DeFouw, J. Owens, Samantha M. Margherio, S. Evans","doi":"10.1080/2372966x.2022.2087476","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2087476","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49230353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/2372966x.2022.2088250
Qianyu Zhu, Yeram Cheong, Cixin Wang
{"title":"Relation Between Peer Victimization and Mental Health Among Chinese Students: Perceived School Climate and Covitality as Potential Moderators","authors":"Qianyu Zhu, Yeram Cheong, Cixin Wang","doi":"10.1080/2372966x.2022.2088250","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2088250","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/2372966X.2022.2041211
G. J. Hall, Mitchell A. Markham, Meghan McMackin, Elizabeth C. Moore, Craig A Albers
Abstract The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study assessed the incremental predictive value of English language proficiency (ELP) beyond CBM performance. The results indicated that ELP explains a significant portion of variability above M-COMP and R-CBM and increases the accuracy of predicting at-risk performance status on spring measures of mathematics and reading. The findings highlight the challenges of assessing the predictive accuracy of M-COMP and R-CBM among students classified as ELs, as well as the extent to which comprehensive measures of ELP account for variance in both performance level and at-risk status beyond CBMs. The implications for school data-based decision-making for language-minoritized students and directions for future research are discussed. Impact Statement Equity in Response-to-Intervention (RTI) is predicated on accurate measurement of skills within universal screening. The current study’s findings suggest that CBMs alone explain less variance and are less predictive of academic performance than when combined with English language proficiency scores. The predictive accuracy of R-CBM and M-COMP varied between students classified as ELs and non-ELs but in only very limited circumstances were these measurable differences. These results indicated that although CBMs are an efficient system of screening among non-ELs, it is also necessary to consider students’ ELP levels when making decisions within RTI models.
{"title":"Predicting Interim Assessment Outcomes Among Elementary-Aged English Learners Using Mathematics Computation, Oral Reading Fluency, and English Proficiency Levels","authors":"G. J. Hall, Mitchell A. Markham, Meghan McMackin, Elizabeth C. Moore, Craig A Albers","doi":"10.1080/2372966X.2022.2041211","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2041211","url":null,"abstract":"Abstract The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study assessed the incremental predictive value of English language proficiency (ELP) beyond CBM performance. The results indicated that ELP explains a significant portion of variability above M-COMP and R-CBM and increases the accuracy of predicting at-risk performance status on spring measures of mathematics and reading. The findings highlight the challenges of assessing the predictive accuracy of M-COMP and R-CBM among students classified as ELs, as well as the extent to which comprehensive measures of ELP account for variance in both performance level and at-risk status beyond CBMs. The implications for school data-based decision-making for language-minoritized students and directions for future research are discussed. Impact Statement Equity in Response-to-Intervention (RTI) is predicated on accurate measurement of skills within universal screening. The current study’s findings suggest that CBMs alone explain less variance and are less predictive of academic performance than when combined with English language proficiency scores. The predictive accuracy of R-CBM and M-COMP varied between students classified as ELs and non-ELs but in only very limited circumstances were these measurable differences. These results indicated that although CBMs are an efficient system of screening among non-ELs, it is also necessary to consider students’ ELP levels when making decisions within RTI models.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"498 - 516"},"PeriodicalIF":3.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42905910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/2372966X.2022.2105612
Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson, S. Jimerson
Abstract With its emphasis on early identification, quality instruction, interventions for students at risk of educational failure, and use of data on student response to instruction, multitiered systems of support (MTSS) offer numerous advantages over a remedial approach. Leveraging the promise of MTSS will rely, however, on equitable distribution of the advantages of this approach, especially for culturally and linguistically diverse students (CLD). The articles in this special topic section address CLD student contexts and apply this knowledge to culturally responsive explorations of assessment and instruction with an emphasis on the role of English language proficiency and language of instruction. Recognizing the importance of early identification and progress monitoring, several studies focus on the adequacy of screeners and curriculum-based measurement (CBM) tools for CLD children within MTSS. Across the studies, several important themes emerge in unlocking the promise of MTSS for CLD students, including (a) the need for validated measures for use with CLD, especially those sensitive to levels of English proficiency; (b) the importance of English language proficiency (ELP) in understanding responsiveness to intervention; (c) the language of instruction holds important relationships to performance on screeners, CBM, and achievement outcomes; and (d) English language instruction did not appear to impede performance on outcomes. Implications for advancing practice are also discussed. Impact Statement This article provides a synthesis of articles in a special topic section focused on MTSS with CLD students. Key themes across articles highlight the challenges and opportunities to advance the science of MTSS and invite scholars to further examine challenges of MTSS with CLD, including implementation and policy implications.
{"title":"Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity","authors":"Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson, S. Jimerson","doi":"10.1080/2372966X.2022.2105612","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2105612","url":null,"abstract":"Abstract With its emphasis on early identification, quality instruction, interventions for students at risk of educational failure, and use of data on student response to instruction, multitiered systems of support (MTSS) offer numerous advantages over a remedial approach. Leveraging the promise of MTSS will rely, however, on equitable distribution of the advantages of this approach, especially for culturally and linguistically diverse students (CLD). The articles in this special topic section address CLD student contexts and apply this knowledge to culturally responsive explorations of assessment and instruction with an emphasis on the role of English language proficiency and language of instruction. Recognizing the importance of early identification and progress monitoring, several studies focus on the adequacy of screeners and curriculum-based measurement (CBM) tools for CLD children within MTSS. Across the studies, several important themes emerge in unlocking the promise of MTSS for CLD students, including (a) the need for validated measures for use with CLD, especially those sensitive to levels of English proficiency; (b) the importance of English language proficiency (ELP) in understanding responsiveness to intervention; (c) the language of instruction holds important relationships to performance on screeners, CBM, and achievement outcomes; and (d) English language instruction did not appear to impede performance on outcomes. Implications for advancing practice are also discussed. Impact Statement This article provides a synthesis of articles in a special topic section focused on MTSS with CLD students. Key themes across articles highlight the challenges and opportunities to advance the science of MTSS and invite scholars to further examine challenges of MTSS with CLD, including implementation and policy implications.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"387 - 391"},"PeriodicalIF":3.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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