NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ888353
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0198-7429
Extending Classwide Social Skills Interventions to At-Risk Minority Students: A Preliminary Application of Randomization Tests Combined with Single-Subject Design Methodology
Bardon, Lisa A.; Dona, Daria Paul; Symons, Frank J.
Behavioral Disorders, v33 n3 p141-152 May 2008
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-to-intervention approach for reducing referral assessment bias of at-risk minority students. Benefits and limitations of the analysis methods and the PATHS intervention are discussed. (Contains 1 figure.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A