Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy

Graves, Scott L.; Mitchell, Angela D.

doi:10.1177/0095798410394177

Cited by 15 publications

(9 citation statements)

References 32 publications

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“…Overall, overrepresentation of Black children in special education continues to be a major issue in school psychology (Graves and Mitchell 2011;Connor 2017;Morgan et al 2017). School psychologists play an integral role given that they select the tests to administer, compose the reports from which decisions are made, and are perceived as the professional with the most extensive assessment training (Sotelo-Dynega and Dixon 2014; Dombrowski 2015; Maki et al 2015).…”

Section: Issues Regarding the Assessment Of Black Childrenmentioning

confidence: 99%

Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children

Aston

Brown

2020

Contemp School Psychol

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The Larry P. v. Riles case highlighted the disproportional representation of Black students in special education and called for the need of fair and nondiscriminatory psychological and educational evaluations. Despite the longstanding ban of the use of cognitive assessments with Black children in the state of California, Black children continue to be overrepresented in special education across the USA and are more likely to receive subpar educational services and supports O'

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Section: Issues Regarding the Assessment Of Black Childrenmentioning

confidence: 99%

Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children

Aston

Brown

2020

Contemp School Psychol

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“…The RTI model of service provision has been discussed as a potential remedy for the overrepresentation of children of color in special education because it involves less reliance on IQ‐discrepancy models of assessment (Proctor, Graves, & Esch, ). However, more research is needed to see if RTI methodology reduces placement rates and if they are sufficient for special education placement (Graves & Mitchell, ).…”

Section: Resultsmentioning

confidence: 99%

Professional Roles and Practices of School Psychologists in Urban Schools

Graves

Proctor

Aston

2014

Psychology in the Schools

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An empirical focus on the perspectives and experiences of practitioners who work in urban school districts is lacking in the school psychology literature. Therefore, the purpose of this study was to investigate the professional roles and practices of school psychologists who serve students, families, and schools located in urban school districts. School psychologists who practice in five racially and ethnically diverse urban districts were surveyed regarding their demographic profiles, professional practices, and current professional needs. In comparison to data reported in demographic surveys conducted by the National Association of School Psychologists, there were significant differences in demographics, practices, and issues that face school psychologists in urban settings. Implications are discussed in terms of improving services for urban populations. C 2014 Wiley Periodicals, Inc.Racially and ethnically diverse populations, high population density, and economic disadvantages have been associated with urban schools (Boutte, 2012; Moore & Lewis, 2012). These issues impact the schooling process and child development, creating potentially complex conditions under which educators, including school psychologists, work. Yet, studies on the experiences of school psychology practitioners who serve urban schools have been limited.In this study, we seek to understand (a) the roles and daily employment experiences of school psychologists who practice in urban schools and (b) their views regarding graduate preparation, professional organizations, and issues associated with urban school psychological practice. This information will be beneficial to school psychology and other stakeholders in urban education by highlighting data regarding the current status of psychological services in urban schools, as well as helping us understand professional challenges that impact school-based psychological service delivery to children and families living in urban areas. Issues Relevant to Urban SchoolsAccording to the American Psychological Association (APA) task force on urban psychology (APA, 2005), one of the most important issues for urban psychology is developing an understanding of how the distinctive characteristics of people and places that make up urban environments give rise to particular types of experiences and behaviors. Two salient characteristics of urban environments is the general tendency for urban youth, in comparison to their rural and suburban peers, to live in unsafe conditions and attend failing schools that lack resources (Blanchett, 2010;Frankenberg, 2009). From a classroom perspective, teachers in urban schools spend more time responding to individual student behavior problems, classroom-wide discipline issues, and weapons possession than their colleagues in rural and suburban schools (Lewis & Moore, 2008). These teachers face additional professional challenges due to the early and persistent achievement gaps (relative to White

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“…While individuals may interchange the terms learning disability and intellectual disability, the two categories are quite different. A specific learning disability (SLD) is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations (Graves & Mitchell, 2011).…”

Section: Differences Between Learning Disabilities and Intellectual Dmentioning

confidence: 99%

“…In particular, there is a documented the overreliance of IQ testing as the sole indicator in the diagnosis and classification of mental retardation (Lecavalier, Tassé, & Lévesque, 2002). While this may be the case, relying on the ability-achievement discrepancy model as the exclusive means of identifying children with specific learning disabilities is at odds with best practice (Graves & Mitchell, 2011). Best practices in the assessment service delivery to children identified as having a SLD should be based on the outcomes of high-quality and research-based instruction.…”

Section: Future Researchmentioning

confidence: 99%

Are Special Education Labels Accurate for Black Children? Racial Differences in Academic Trajectories of Youth Diagnosed With Specific Learning and Intellectual Disabilities

Graves

2016

Journal of Black Psychology

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The purpose of this study was to understand if special education labels are accurate for Black children. The study examined differences in academic achievement growth trajectories of children diagnosed with learning and intellectual disabilities. Utilizing the Special Education Elementary Longitudinal Study database, a nationally representative sample of students with disabilities, results indicated that significant differences in academic trajectories were present between children who were diagnosed with learning and intellectual disabilities. However, between-group racial differences were evident in academic categories and growth rates. While special education programs are touted to be helpful for student development, these results suggest that Black students are not getting the equal treatment, instruction, and academic benefits as their peers. Consequently, more academic intervention resources should be aimed at Black students to increase their academic

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Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy

Cited by 15 publications

References 32 publications

Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children

Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children

Professional Roles and Practices of School Psychologists in Urban Schools

Are Special Education Labels Accurate for Black Children? Racial Differences in Academic Trajectories of Youth Diagnosed With Specific Learning and Intellectual Disabilities

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