Papers by C. Robinson-zanartu
Teaching and learning in communication sciences and disorders, 2021
Recent conversations within the field of speech-language pathology (SLP) have uncovered an urgent... more Recent conversations within the field of speech-language pathology (SLP) have uncovered an urgent need for intentionally and strategically developing practices that are equitable and inclusive to support our students and professionals who are from racially minoritized backgrounds. The goal of this paper is to share a holistic framework for supporting a particular subset of such students, those who identify as Latinx. To accomplish this, we discuss the lack of diverse representation in SLP programs and review systems of support that are equity-focused to improve recruitment and retention practices for students from racially minoritized backgrounds. Then, we highlight a unique interprofessional education (IPE) program designed to recruit, retain, and educate Spanish-English bilingual and bicultural graduate clinicians. The model builds in equity through systems of support and uses inclusive teaching practices. Following a description of the program, we outline questions to encourage other programs to enhance their diversity, equity, and inclusion efforts and conclude with steps programs can implement as they continue to evaluate and develop larger efforts. Lack of diversity in SLP programs Approximately 92 percent of the American Speech-Language-Hearing Association's (ASHA) constituents identify as coming from white/Caucasian/European American cultures (ASHA, 2019a). The low percentage of racially and ethnically diverse certified speech-language pathologists (SLPs) has been subject of much discussion in recent years as it relates to our ability to adequately address the needs and interests of those we serve. Presently, SLPs do not reflect the growing diversity across racial and ethnic groups in the United States (ASHA, 2019b; Ryan, 2013). Research shows that the U.S. population will continue to diversify in the coming decades (Colby & Ortman, 2015). In addition to racial and ethnic diversity, the number of speakers of a language other than English is projected to increase for a number of languages, with Spanish speakers projected to be the largest group (Ryan, 2013).
Response to mediated intervention: Dynamic assessment in context
Educational and Child Psychology
Aim:This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) proces... more Aim:This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) process, in which sociocultural contexts, dynamic assessment, evidence-based interventions and student responsiveness intersect. Recommendations useful to both teachers and students result. The process is strength-based, and uses an asset-oriented mindset.Method/Rationale:Using multiple baseline single case design methodology, effect sizes were calculated to determine outcome effectiveness in 11 case studies. Goal Attainment Scales (GAS) tracked cognitive integration. Assessors used dynamic cognitive assessment findings along with student contexts to create meaningful transfer of thinking skills to academic areas of concern. Modifiable cognitive skills were linked to evidence-based interventions for a minimum of six sessions.Findings:ES calculations demonstrated a range of effects across cases, from none to large, with the vast majority in the medium to large effect size range. All GAS measure...
Using the Indigenous Conceptual Framework in Assessment--Part 1: A Native American Perspective
Communique, Sep 1, 2018
Contemporary School Psychology, 2019
School psychologists are increasingly tasked with assessing, supporting, and intervening with dua... more School psychologists are increasingly tasked with assessing, supporting, and intervening with dual language learner (DLL) students, their teachers, and their families. Understanding the assets of bilingualism along with multiple issues associated with comprehensive practice with DLL has become paramount. Currently, practitioners often lack the depth in knowledge of cultural variables, dual language acquisition, knowledge of programs to effectively serve DLL students, bilingual assessment, and research and evidence-based practice to serve DLLs competently, as well as depth in second language competence. This white paper, endorsed by the School Psychology Educators of California (SPEC) and the California Association of School Psychologists (CASP), outlines areas of competence deemed to be essential to all psychologists, as well as additional areas of competence for practitioners identifying themselves bilingual school psychologists.
Contemporary School Psychology, 2019
American Indian Culture and Research Journal, 2009
In the last decade, the United States has increasingly focused on the reduction and elimination o... more In the last decade, the United States has increasingly focused on the reduction and elimination of health disparities in racial and ethnic minority groups. 1 Somewhat neglected in these efforts have been mental health disparities for American Indians. 2 American Indians remain in a precarious position as an underserved community with limited culturally competent resources to address their mental health and substance-abuse needs. 3 The lack of resources continues to prevail despite emerging data that indicate that American Indians' disparities in mental health and behavioral health occur
Academic crime and punishment: Faculty members' perceptions of and responses to plagiarism
School Psychology Quarterly, 2005
Abstract 1. Academic dishonesty and its consequences have become increasingly complex. Highly acc... more Abstract 1. Academic dishonesty and its consequences have become increasingly complex. Highly accessible electronic media, profound consequences for misconduct and reporting, and lack of standard practice intensify the issues. We surveyed 270 faculty members to determine whether they had been confronted with plagiarism and if they felt prepared to deal with it. Using case studies, we examined faculty characterizations of the severity of students' uncited use of another's work, and their suggested actions, reports, and sanctions, by ...
Using Cultural Assets to Enhance Assessment of Latino Students
Contemporary School Psychology, 2014
ABSTRACT In assessment of Latino and other bilingual-bicultural students, culture and language ar... more ABSTRACT In assessment of Latino and other bilingual-bicultural students, culture and language are rarely seen as central; in contrast, they are often seen as peripheral. School psychologists infrequently consider the culture of the student to be integral to their assessment and seldom consider it as a source of learning-related assets. However, when the school psychologist identifies a student’s cultural assets, those assets inform hypotheses and can lead to the development of culturally consistent interventions. Cultural assets, the valuable skills, attitudes, and experiences emerging from the culture of the student, become a cornerstone in the construction of a strength-based assessment. This article describes the assessment and use of cultural assets in records review, interview, observation, testing, and intervention development in the context of an ecosystemic approach. The Cultural Assets Identifier (CAI) is presented as a useful tool to assist the school psychologist in the identification and application of cultural assets to assessment and intervention with Latino youth.
Developing Scientific Minds: The Use of Mediated Thinking and Learning to Facilitate Enhanced Student Outcomes
The California School Psychologist, 2000
ABSTRACT This preliminary study investigated whether a mediated thinking and learning (MTL) infus... more ABSTRACT This preliminary study investigated whether a mediated thinking and learning (MTL) infused science curriculum would facilitate transfer of thinking skill development into student achievement. The achievement of four classes of third grade students (two using MTL curriculum and two using standard curriculum) were compared on content mastery and transfer of thinking skills into content. Compared to monolingual English speakers from higher socioeconomic status (SES) taught the standard curriculum, the experimental MTL group of low SES emerging English speakers performed as well on mastery of standard content questions, and significantly better on the measure of applied thinking skills. Groups using MTL curriculum demonstrated significantly higher achievement than their counterparts with equivalent SES and language proficiency who had used a standard curriculum. This study provides support for MTL as useful in consultation for school psychologists working with teachers to assist students, including emergent English speakers, to develop effective thinking skills.
Book Review: Change Forces: Probing the Depths of Educational Reform
International Journal of Educational Reform
Parent Voices: American Indian Relationships with Schools
Survey of 234 American Indian parents nationwide examined attitudes toward and satisfaction with ... more Survey of 234 American Indian parents nationwide examined attitudes toward and satisfaction with schools, schools' valuing of Indian culture, parent involvement with schools, and school expectations for Indian students. Parent satisfaction was higher for regular than special education and for tribally controlled schools than other school types. Contains 50 references, the survey questionnaire, data tables, and narrative responses. (Author/SV)
Dynamic assessment
APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education., 2013
Serving Native American Children and Families
Language Speech and Hearing Services in Schools, 1996
As a group, Native American people are perhaps the least understood and most underserved populati... more As a group, Native American people are perhaps the least understood and most underserved populations in schools. Native American is a collective term, representing a large variety of cultures, language groups, customs, traditions, levels of acculturation, and levels of traditional language use. In the context of this variation, I raise and discuss a number of common patterns in their traditions and histories: world view and belief systems, acculturation stress, school-home discontinuity, learning styles, and communication patterns, which are useful reference points from which to develop more culturally compatible evaluation approaches. The ecosystems and dynamic/mediational approaches are suggested as promising.
Evaluation of Aptitudes
Handbook of Psychological Assessment, 2000
CHAPTER 8 EVALUATION OF APTITUDES Daniel J. Reschly Carol Robinson-Zafiartu Aptitude assessment a... more CHAPTER 8 EVALUATION OF APTITUDES Daniel J. Reschly Carol Robinson-Zafiartu Aptitude assessment and intervention havealong and ... have low reliabilities and other psychometric deficien-cies (Macmann & Barnett, 1994a, 1994b; McDer-mott, Fantuzzo, Glutting, Watkins ...
Contemporary School …, 2011
Abstract: Despite growing emphases on multicultural competence, Native American youth remain trem... more Abstract: Despite growing emphases on multicultural competence, Native American youth remain tremendously underserved by schools: low achievement, high dropout rates, and over-identification for special education persist. The authors analyzed responses of 403 ...
A peer-reviewed publication of The International Association for Cognitive Education and Psychology Co-Editors: Jerry Carlson, University of California at …
praxis-petri.de
... Editorial Board: John Borkowski, University of Notre Dame Roberta Garbo, University of Milan ... more ... Editorial Board: John Borkowski, University of Notre Dame Roberta Garbo, University of Milan Jürgen Guthke, University of Leipzig Ted Hasselbring, University of Kentucky Earl Hunt, University of Washington Yuriy V. Karpov, Touro College Santiago Molina,University of ...
Modifiability: A Dynamic Approach to Assessing Immediate Language Change
Communication Disorders Quarterly, 1998
This study examined the use of dynamic mediation procedures for assessing language modifiability ... more This study examined the use of dynamic mediation procedures for assessing language modifiability of bilingual students with a previous history of learning disabilities. Pre- and post-mediation measures included students' language scores as well as behavioral observations of language learning and modifiability during mediation. The investigation also explored the use of a qualitative approach describing students' response attempts pre- and post-mediation.
Educational and Child Psychology, 2017
Aim: This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) proce... more Aim: This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) process, in which sociocultural contexts, dynamic assessment, evidence-based interventions and student responsiveness intersect. Recommendations useful to both teachers and students result. The process is strength-based, and uses an asset-oriented mindset. Method/Rationale: Using multiple baseline single case design methodology, effect sizes were calculated to determine outcome effectiveness in 11 case studies. Goal Attainment Scales (GAS) tracked cognitive integration. Assessors used dynamic cognitive assessment findings along with student contexts to create meaningful transfer of thinking skills to academic areas of concern. Modifiable cognitive skills were linked to evidence-based interventions for a minimum of six sessions. Findings: ES calculations demonstrated a range of effects across cases, from none to large, with the vast majority in the medium to large effect size range. All GAS measures of cognitive skill integration demonstrated positive trends. Social validity measures affirmed the value to students and teachers. Limitations: Due to the nature of single case design, one cannot generalise effectiveness of each intervention to the larger population. However, the RTMI process used successfully across multiple cases suggests that the process rather than each intervention might be generalised. Conclusions: Used in an ecosystems context, RTMI shows great promise for helping accelerate academic outcomes for students with education challenges who are not making sufficient progress with academic intervention alone. Attending to student thinking processes facilitates transfer.
Remedial and Special Education, 2005
In a study designed to examine the relationship between acculturation and achievement scores of A... more In a study designed to examine the relationship between acculturation and achievement scores of African American college students (N = 170), an unexpected phenomenon emerged. Twenty percent of the sample provided false information on the release of information forms (e.g., false names and false identification numbers), blocking access to their SAT scores and educational records. We labeled this unexpected phenomenon False Information Behavior (FIB). The FIB group reported higher SAT scores, included significantly more men than women, and differed significantly by major (p = .034), with more majors in business (46%). FIB and its implications are discussed in relation to its historical and social antecedents from achievement and intelligence research fraught with negative portrayals of African Americans.
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Papers by C. Robinson-zanartu