Abstract
Disproportionate representation of minority students in special education programs is a continuing issue of concern. A social emotional curriculum, the Promoting Alternative Thinking Strategies (PATHS), was implemented in a classwide and curricular-integrated format with initial effects evaluated for 3 third-grade African American children identified as at risk for special education referral. Effects were examined using direct observations of each target child's cooperative play in a multiple-baseline design across subjects with intervention onset randomized. Visual and randomization test analyses showed increased cooperative play associated with the PATHS intervention. The combined design and analysis may serve as a viable response-tointervention approach for reducing referral assessment bias of at-risk minority students. Benefits and limitations of the analysis methods and the PATHS intervention are discussed.
Original language | English (US) |
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Pages (from-to) | 141-152 |
Number of pages | 12 |
Journal | Behavioral Disorders |
Volume | 33 |
Issue number | 3 |
State | Published - May 1 2008 |