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UNDERSTANDING DISPROPORTIONATE REPRESENTATION IN SPECIAL EDUCATION BY EXAMINING GROUP DIFFERENCES IN BEHAVIOR RATINGS
Author(s) -
Peters Christina D.,
Kranzler John H.,
Algina James,
Smith Stephen W.,
Daunic Ann P.
Publication year - 2014
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21761
Subject(s) - psychology , ethnic group , multilevel model , variance (accounting) , race (biology) , developmental psychology , rating scale , analysis of variance , explained variation , sample (material) , social psychology , clinical psychology , statistics , botany , chemistry , mathematics , accounting , chromatography , sociology , anthropology , business , biology
The aim of the current study was to examine mean‐group differences on behavior rating scales and variables that may predict such differences. Sixty‐five teachers completed the Clinical Assessment of Behavior–Teacher Form (CAB‐T) for a sample of 982 students. Four outcome variables from the CAB‐T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean‐group differences across outcome variables for student gender, race/ethnicity, and free or reduced‐price lunch status; and examine whether teacher variables predicted teacher‐specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher‐ and school‐level variables. Several mean‐group differences emerged, and some teacher‐specific differences in ratings across groups were predicted by teacher self‐efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience.