Referral Rates for Intervention or Assessment

By John L. Hosp, D. Reschly. 2003

215 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2f8a17393f8500b0c8018508e9cc703964f09540

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In Clinical Psychology

In Education

Citations in the corpus

Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “Such a comparison of risk indices from two groups is referred to as a risk ratio (Hosp & Reschly, 2003; Parrish, 2002).”
Unproven Links (2005, background): “The relative risk ratio (Hosp & Reschly, 2003; Parrish, 2002) compares the rate at which different groups are served in special education to generate a ratio describing the extent of disparity.”
The Miner’s Canary (2010, methodology): “This point was further complicated by the fact that “most of the effect sizes [in the Hosp & Reschly study] were derived from a single research study” (Hosp & Reschly, 2003, p. 77) (i.e., the aforementioned New York study).”
African American Male Discipline Patterns and School District Responses Resulting Impact on Academic Achievement: Implications for Urban Educators and Policy Makers (2010, unknown): “The risk index is calculated by dividing the number of students of a particular group (e.g. African American males) in a certain category or placement (e.g. those cited for disciplinary action) by the total population of students within the group (MacMillan & Reschly, 1998; Hosp & Reschly, 2003).”
Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes (2007, methodology): “…African American students are more likely to be judged as appropriate for special education than Caucasian students (Bahr et al., 1991; Kelly et al., 1977) and are referred disproportionately compared to Caucasian students (Gottlieb et al., 1991; Hosp & Reschly, 2003; Shinn, Tindal, & Spira, 1987).”
Making Inclusion Work in General Education Classrooms (2012, background): “In addition, students may be removed from the general education environment “only if they cannot be satisfactorily educated with the use of supplementary aides and services” (Hosp & Reschly, 2003, p. 68).”
Disparate Access: The Disproportionality of African American Students with Disabilities across Educational Environments (2006, background): “The overrepresentation of minor-ity students in certain disabilitycategories continues to be one ofthe most persistent and complexissues in the field of special edu- cation, and has received a great deal of attentionover the past 20 years (Chinn & Hughes, 1987;Dunn, 1968; Finn, 1982; Harry & Anderso”
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis (2017, background): “A prior meta-analysis reported conflicting evidence as to minority disproportionality in teacher referral rates but was unable to correct the available estimates for potential confounds (Hosp & Reschly, 2003).”
Comparison of dual discrepancy criteria to assess response to intervention (2005, background): “There did not appear to be a gender or ethnic bias among any of the DD models in the current study, but there is a long line of research identifying various biases of current LD diagnostic practices ( Hosp & Reschly, 2003, 2004 ).”
Examining Educational Equity: Revisiting the Disproportionate Representation of Minority Students in Special Education (2006, background): “Hosp and Reschly (2003) cited three main reasons for this: (a) potentially negative effects of stigmatizing labels; (b) restricted access to general education settings, especially for minority students; and (c) lack of conclusive evidence that special education programs are effective.”