UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
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Item Examining the Disproportionate Representation of Bilingual Children in Special Education(2022) Ortiz, Jose A; Cummings, Kelli D; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Chapter 2: Nonword repetition has been endorsed as a less biased method of assessment for children from culturally and linguistically diverse backgrounds, but there are currently no systematic reviews or meta-analyses on its use with bilingual children. The purpose of this study is to evaluate diagnostic accuracy of nonword repetition in the identification of language impairment (LI) in bilingual children. Using a keyword search of peer-reviewed literature from several large electronic databases, as well as ancestral and forward searches, 13 studies were identified that met the eligibility criteria. Studies were evaluated on the basis of quality of evidence, design characteristics, and reported diagnostic accuracy. A meta-regression analysis, based on study results, was conducted to identify task characteristics that may be associated with better classification accuracy. Diagnostic accuracy across studies ranged from poor to good. Bilingual children with LI performed with more difficulty on nonword repetition tasks than those with typical language. Quasiuniversal tasks, which account for the phonotactic constraints of multiple languages, exhibited better diagnostic accuracy and resulted in less misidentification of children with typical language than language-specific tasks. Evidence suggests that nonword repetition may be a useful tool in the assessment and screening of LI in bilingual children, though it should be used in conjunction with other measures. Quasiuniversal tasks demonstrate the potential to further reduce assessment bias, but extant research is limited. Chapter 3: The disproportionate identification of language-related disorders in schools, including communication disorders and specific learning disability, is an ongoing problem for bilingual children, with evidence of both over- and underrepresentation. Previous research has uncovered distinct identification patterns for emergent and English-proficient bilinguals, as well as differences in identification rates across grades. However, there is limited information about disability identification for different groups of bilinguals across grades. Thus, the purpose of this study is to examine the prevalence and incidence of language-related disorders in emergent and English-proficient bilinguals in elementary school. Using a nationally representative, individual-level, longitudinal data set, this study examined representation in language-related disorder categories, as well as identification rates by year. This study also examined individual- and school-level predictors of disability identification for bilingual children. Results indicate that emergent and English-proficient bilinguals exhibit distinct patterns of language-related disorder identification. Emergent bilinguals experienced a disproportionate increase in disability identification rates in third grade, resulting in significant overrepresentation in subsequent grades. By fifth grade, emergent bilinguals experienced approximately twice the odds of being identified with a language-related disorder, compared to monolinguals. English-proficient bilinguals, on the other hand, were underrepresented in language-related disorder categories in early elementary school grades, but experienced identification rates similar to monolinguals by fifth grade. Outcomes from this study provide insight into patterns of language-related disorder identification for bilinguals that have not been addressed in previous research. The implications for education practice and policy are discussed. Chapter 4: The disproportionate representation of bilingual children in special education is an ongoing issue in US schools, with evidence of both over- and underrepresentation. Identification rates of language-related disorders, including communication disorders and specific learning disability, are particularly relevant for bilingual children given the challenges associated with differentiating language difference from disorder and the possibility of misidentification. School-based speech-language pathologists are well positioned to address the issue, but many do not engage in practices that may reduce disproportionate disability identification. The purpose of this practitioner paper is to provide school-based clinicians with an evidence-based model for addressing disproportionality in bilingual children, with a focus on prevention. This paper provides a review of the literature on the topic and integrates information from relevant studies to provide a clear depiction of the nature of the problem. In addition, this paper describes a model of disproportionality prevention, and provides a set of evidence-based methods that clinicians can employ. Topics include, pre-referral intervention, early identification, parent engagement, and collaboration. By adopting the methods described in this paper, school-based speech-language pathologists can strengthen their ability to meaningfully address many of the issues that contribute to over- and underrepresentation of bilingual children in special education.Item Predictors of Disproportionate Use of Suspensions and Expulsions(2019) Williams, Alisa; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study used the nation-wide U.S. Department of Education’s Office of Civil Rights dataset to investigate the school characteristics that influence disproportionate rates of harsh discipline in public schools. At the individual student level, research indicates that racial minority students receive suspensions and expulsions at rates that are greater than their membership in their schools’ population. However, there is little research investigating whether school-level variables (i.e., school characteristics) can predict disproportional discipline and how predictors may differ between groups. This study used school-level discipline data from schools in all fifty states as well as the District of Columbia with a minimum enrollment of 15 each of African American, Hispanic and White students to investigate potential school characteristics that predict disproportional discipline as well as whether the effect sizes of these predictors vary for disproportionality with regard to African American and Hispanic students. Predictors were school-level and included student body size, diversity and poverty level; school level and typology; student: teacher ratio and percentage of new teachers, and the presence of school resource officers, while states were used as a clustering variable and controlled for state-level effects such as state discipline policies. Results indicated that on average, disproportional discipline continues to affect both African American and Hispanic students, but that the degree of disproportionality varied considerably between schools. Few of the included variables predicted disparities in African American discipline. However, several variables, including the percentage of minority student enrollment, percentage of Hispanic student enrollment and being a middle school, high school or rural school, predicted disparities in Hispanic discipline. Results are interpreted and discussed in the context of existing, relevant research literature.