Addressing Race and Implicit Bias in the Functional Behavior Assessment Process: A Pilot Study of Preservice Teacher Training Modules
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.ABSTRACT
Contributor Notes
Dr. Olivia Enders earned her M.Ed. from the University of Pittsburgh in Special Education and English Education. Olivia became a learning support teacher, gaining experience in both urban and suburban middle school settings in the Pittsburgh region. Olivia also held leadership positions at Summerbridge Pittsburgh, a nonprofit focused in part on providing early teaching experiences to aspiring educators. Her passion for teacher preparation and special education led her to return to the University of Pittsburgh to obtain her Ph.D. in Special Education. Her studies focused on evidence-based practices for teaching mathematics and challenging inequitable and punitive disciplinary systems for students with disabilities using principles of behavior analysis. Her research employs single-case design strategies to evaluate the efficacy of academic interventions, and qualitative methodologies to understand teacher perceptions of student behavior. She aspires to support pre-service teachers in their acquisition of and passion for creating equitable learning environments in which all students are provided the skills for success. Olivia also hopes to support teachers in challenging inequitable school systems and schooling practices that further perpetuate systemic oppression.
Dr. Kristen Buonomo began her professional career as a practitioner working in special education while earning her M.Ed. from Rutgers University in Educational Statistics and Measurement. Following that, Kristen completed a post-graduate certificate program in applied behavior analysis through the University of North Texas and began work as a behavior consultant and assessment team member for public schools. Working in schools across several states clarified the challenges that schools and educators face in implementing equitable and evidence-based behavioral practices for students. Kristen was grateful for the opportunity to earn her Ph.D. at the University of Pittsburgh as part of a program focused on the intersection of special education and urban education. Her research focuses on reimagining practitioner training with a social justice focus and utilizing behavior analysis professionals to disrupt the exclusionary and punitive discipline systems that are negatively impacted students receiving special education services. Kristen looks forward to continuing the support teachers and schools in improving outcomes for students through research and training.
Rachel Robertson is an associate professor of special education, board certified behavior analyst, and certified K-12 special education teacher. Her research centers on supporting the implementation of positive behavior interventions and supports for students with disabilities and persistent challenging behavior. She teaches classes related to special education and research design.
