KFP Final

Selina Franklin, Crawford Knobel, Shyterria Sims

College of Social Work, University of South Carolina

SOWK 352: Social Work and Scientific Inquiry

Bongki Woo

April 30, 2023

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KFP Final
Introduction
In the United States, African American adolescents represent the majority of children

shown to have disruptive disorders. The proposed study will explore the school characteristics of

African American middle schoolers throughout the South Carolina to depict if school

characteristics can cause or prevent disruptive behavior. Due to the lack of evidence-based

research, this is a crucial issue that requires additional research on disruptive behaviors and their

relation in a school setting amongst this group which leads us to answer what school

characteristics cause/prevent disruptive behaviors among African American adolescents? The

following paper will include a brief review of six studies related to our topics, an overall study

design, and the measurement tools used to conduct and collect data from the research.

Disruptive behavior disorder is defined as a group of behavioral problems. Disruptive

Behavior Disorders (DBD) are ongoing patterns of uncooperative and defiant behavior

(Nationwide Children’s Hospital, 2023). These behaviors can exude hostility and aggression to

others, predominantly authority figures. Children and adolescents with DBD are often described

as stubborn, difficult, or rude. They are called “disruptive” because affected children disrupt the

people and activities around them (including at home, school, and with peers). School

characteristics can be defined in this study as the school environment, teachers' unconscious

bias’, classroom dynamics, academic achievement, expectations of students, and levels of

collaboration and communication between faculty, staff, and students.

Though some African American middle schoolers develop disruptive disorders from

personal factors, this research explores what school characteristics play into the narrative.

Education is a fundamental part of a child’s life, and schooling significantly impacts how
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children develop and grow. Although education in the United States is meant to be the

foundation of lifelong learning, many factors can affect a child's experience in school.

The National Association of Social Workers (NASW) Code of Ethics states it is our duty

as social workers to challenge social injustice and serve people in need (NASW Code of Ethics).

Statistically shown to be over-represented in school suspensions and referrals (Gregory &

Weinstein, 2008), this research could serve as a foundation for further studies to acknowledge

these differences, identify why they occur, and propose interventions to reduce and align the

numbers.

Many studies were limited to qualitative research designs when looking at the research

findings that have been published already. Our goal for the proposed study is to overcome the

limitations of solely qualitative research carried out on a small scale. The following literature

reviews have been analyzed to strengthen our proposed study that identifies school

characteristics that could cause or prevent the occurrence of disruptive behaviors among African

American adolescents. The various studies that have taken place gave us a clear vision of what

we could do to reinforce the foundation of knowledge already focused on African American

adolescents, school characteristics, and disruptive behaviors. The reviewed studies have taken

place in the last thirty years and have found great insights; however, there are many limitations

to the reviewed studies, which will be examined further in the essay.

Literature Review

“Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive

Behavior in First Grade.”

Bierman et al. (2008) aimed to investigate the distinct and combined effects of school context

and child vulnerabilities on the emergence of aggressive-disruptive student conduct in first grade
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students. The researchers obtained information about aggressive-disruptive behaviors at home,

attention problems, and social cognitions of the children. They also identified these behaviors

were linked to the risk for the emergence of aggressive behavior issues. The data was collected

by parents and children using parent ratings and child interviews.

Several limitations came up during this research. Beginning with the design, it was

longitudinal. Caution should be exercised in positing causative connections between purported

risk factors and outcomes in first grade (Bierman, et al, 2008). The decision to use median splits

for classification of classroom quality in examining group differences on aggressive-disruptive

behavior, albeit useful, is somewhat controversial (Bierman, et al, 2008). Interobserver reliability

checks were completed for only 12% of the observations, which is below the accepted minimum

of 20% for calculating interobserver agreement (Bierman, et al, 2008). Regarding the EBP

question, we can improve future research by eliminating median splits. All factors in the research

are significant and may not reflect the underlying nature of each variable studied. Research

involving median splits can lead to a loss of knowledge of the variable's actual distribution. This

may lead to a reduction in statistical power, making it more challenging to find significant

differences between groups.

“Individual and School Structural Effects on African American High School Students’

Academic Achievement ”

Stewart (2007) aimed to explain why certain students achieve higher than others by

looking at influence factors. The ecological theory of human development proposed by

Bronfenbrenner is a source used in this study. Using a national sample of 10th grade African

Americans students, this study examines several individual-level and institutional factors linked

to academic success. The National Educational Longitudinal Study was used in this study to
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view the indirect independent variables that could affect school achievement, which included

peer attachments, parent involvement, and school poverty.

This study reviews school structural elements that can affect changes in students’

academic performance as well as those affecting achievement at the individual-level. They

combined three variables to measure school effort: school attachment, school involvement, and

school commitment. After collecting the data, they compared it with the GPA. Including school

involvement in the category of school effort can be problematic because it assumes that school

involvement contributes to academic performance (GPA) when in reality, there may not be a

significant relationship between the two. This assumption could lead to an inaccurate

understanding of the factors that influence GPA. It may result in neglect of other important

factors that contribute to academic performance. We can improve future research by limiting the

number of factors in a variable and reducing independent variables.

“Culturally Congruent Mentorship Can Reduce Disruptive Behavior Among Elementary

School Students: Results from a Pilot Study”

Owora et al. (2018) suggested that pre/post-test intervention can effectively reduce disruptive

behaviors in African American students. Owora et al. (2018) conducted a mixed methods

experiment among 18 African American elementary students using stratified sampling in

Syracuse, New York, at X elementary school over 5 months. Joseph (1996) used mixed methods

research to contextualize the students’ experiences and involvement in school and the number of

times they were involved in delinquent behaviors in the past year.

Owora et al. (2018) identified a primary cause of disruptive behaviors in school often

begins with the teachers’ understanding of the student. Most teachers at the school are of

European origin and may be unfamiliar with the cultures, norms, and communication styles of
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minority students (Owora et al., 2018). Using culturally congruent mentors in their research

enhanced its outcomes because students could be more comfortable with someone who could

understand their backgrounds. However, the mentors had previous experience working as gang

outreach workers and have certifications in trauma-informed and mindfulness-based

interventions using self-control and self-regulation techniques (Owora et al., 2018). This could

be a potential weakness for our research because there was no control group to identify if the

study results were from the mentors being culturally congruent with the students or if it was their

qualifications. To strengthen this research, adding a controlled component to the experiment

would provide better results related to their purpose.

The focus of our research is on African American adolescents. The average age range for

this population is 10-19 years old. Owora et al. (2018) was conducted among third and fourth

graders, and it is not clear whether the intervention will have the same effects to other age groups

in this population.

“School Factors and Delinquency: A Study of African American Youths”

Joseph (1996) used purposive sampling of 272 African American youth from Atlantic

City and Pleasantville areas in Atlantic City, New Jersey. The study needs to be stronger because

it cannot be used to generalize our population parameters, and a strong sample bias drifts from

the proposed research topic. The population aligns with our proposed study, and the author

mentions characteristics that cause disruptive behaviors in schools, but the data focuses on the

student’s experiences, achievements, and involvement in school with no mention of how these

are affected by said school factors. Asking participants questions centering on lack of

representation, curriculum, or reasons for their disruptive behavior would significantly

strengthen Joseph’s research.

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Joseph (1996) identified three other factors that can be used in our proposed study.

However, the data collected does not reflect our purpose so we will disregard that information.

Our proposed study will focus on middle school African American adolescents and identify

characteristics beyond teachers mentioned in this study that cause disruptive behaviors among

our proposed population.

“Can We Predict Disruptive School Behavior?”

This study examines whether child, parental, or socioenvironmental factors predict

disruptive school disorders two years later. The study highlights the research question by

discussing the numerous causes of disruptive behaviors in schools and how to foresee these

behaviors. Eamon & Altshuler (2004) received data from a sample of youth ages 10-19,

including 289 African American, 183 Hispanic/Latino, and 335 non-Hispanic white youths from

the National Longitudinal Survey of Youth (NLSY).

Eamon & Altshuler (2004) lacked inclusive data and a sample group. The study obtained

its sample from NLSY which merged with the mother-child dataset. The sample only included

female respondents' children, excluding single fathers and two-parent households. Children

lacking male representation in single parent homes have higher chances of developing disruptive

disorders and can have a more challenging time at school. This limits the study, but still gave

insight into characteristics that can cause or prevent disruptive disorders in adolescents. The

study also studied many populations, including Hispanic/Latino and underprivileged white

youth, while the study we are conducting will just focus on African American youth. Eamon and

Altshuler’s study defined “youth” as children 10-19 years of age and tracked their progress in a

longitudinal study for two years after the study was conducted. This age range is very broad, and
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the longitudinal study is too complex to keep up with for two years. The research done by Eamon

and Altshuler is thorough; however, it was conducted in 2004, which allows for an updated study

due to school and societal changes different from the early 2000’s.

“Friend Influence on Early Adolescent Disruptive Behavior in the Classroom: Teacher

Emotional Support Matters”

Shin & Ryan (2017) investigated how the level of disruptive behavior and friend

influence on disruptive behavior varies across classrooms in relation to teacher-emotional

support. The data in this study was collected from 48 fifth and sixth-grade classrooms, totaling

879 students in all, and included classroom observations at Wave 1 and student reports of their

disruptive behavior and peer nominations of their friends at Waves 1 and 2 (fall and spring of the

school year, about six months apart).

Shin & Ryan (2017) collected data from 16 public schools in urban areas in the Midwest

of the United States. The study did not account for other parts of the continental US where

demographics, academics, and cultures differ. All of the public schools studied served low to

middle-income students of various ethnicities. Some weaknesses found in the study are the same

six people were studying the class’s teacher's emotional support. The same individual would

score the same class only twice throughout the entire longitudinal study, which could leave room

for bias. The study was less valuable to the study we are trying to conduct because our study has

no linkage with teachers' relation to a student's disruptive disorder or a student's friendship

dynamic and how friendship networks affect disruptive disorders. There is a need for a broader

study that uses a mixed-methods approach that only accounts for African American adolescents

because they are underrepresented in these studies.

Methods (Research/Sample Design & Data Collection/Measurement)

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We are conducting a quantitative descriptive study using a posttest only control group of

students. This will consist of our observations and use of the Modern Racism Scale to identify

the teacher’s personal beliefs and characteristics to determine how they may or may not affect

the behavior of our target audience.

The sampling method used in our proposed research design is surveyed sampling. The

population being researched is middle school teachers and African American middle school

students in the state of South Carolina, but more specifically, from each state region. To broaden

the sample size and expand on external validity, we decided to sample thirty predominantly

Black middle schools from each region of South Carolina; Upstate, Midlands, Pee-Dee, and

Coastal regions of the state. This broadens the responses we will receive to create inclusivity so

that the findings can be more credible and transferable to other states.

Our research will consist of two forms of sampling design: stratified, cluster. We will

categorize data based on the racial and ethnic identities of the teachers to determine if their

beliefs or characteristics are a contributing factor of the students’ behavior. We will use stratified

sampling again as we narrow down the middle schools that have predominantly African

American students. Cluster sampling will occur as we select schools throughout the state from

each major region.

This probability sampling design is best for our research question because it allows for

strong statistical inferences of the whole group. Being that our population is not

demographically mixed or geographically dispersed, it will be easier to gain access to a

representative sample.

When looking closely at data collection and measurements, our study will use a

quantitative design. The measurements that will be used is the Modern Racism Scale for teachers
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and an Applied Behavior Analysis app. For the independent variable, researchers will provide

teachers with the Modern Racism Scale. This tool will measure subtle forms of prejudice and

bias toward students from various racial and ethnic backgrounds. The Modern Racism Scale will

look at teachers' bias, political stances, attitudes, and characteristics that could play a part in their

submissions. To measure the potential causes of disruptive behaviors, researchers will observe

the number of disruptive behaviors using Antecedent, Behavior, and Consequence (ABC) data.

All researchers will be held to the same standard of inter-observer reliability to ensure

consistency and accuracy in this data collection. This data will be collected using ABC data

collection through the Catalyst app. In the app, it will record quantitative data by recognizing the

antecedent, recording how long the behavior occurs, and recording the consequence that the

teacher gives. Through ABC data collection, median splits can be eliminated by focusing on

observable antecedents, behaviors, and consequences rather than making assumptions about

underlying motives and causes. Lastly, the researchers will measure student discipline referrals

by collecting data through school records.

The Modern Racism Scale, behavior checklist and school characteristics will be collected

during the first semester of the school year. In the second semester of the school year, ABC data

collection and student discipline referrals will be conducted. On Mondays and Fridays, the

observations will take place for 2 hours each. The two hours will be split into one hour each, one

hour in the morning and the second hour in the afternoon. Lastly, school discipline referrals will

be collected as they occur. The Modern Racism Scale will be compared to the quantitative data

of the ABC data collection to determine the characteristics that cause disruptive behaviors of

African Americans adolescents.

Conclusion
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Our proposed study will be quantitative to combat the earlier studies that have primarily

used qualitative interventions. The proposed study is needed to enhance the knowledge base on a

numerical level and give an updated study to the scientific field for future endeavors on these

topics. Our EBP question, “What school characteristics can cause/prevent disruptive behaviors

among African American middle schoolers?”, can be answered if the proposed study is

administered. With the information analyzed throughout our research, the study proposed can be

successful and in turn, can change the narrative for school districts, administrators, teachers, and

African-American students experiences with disruptive behaviors.

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References

Code of Ethics. NASW, National Association of Social Workers. (n.d.). Retrieved April 30,

2023, from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-

Engl.

Disruptive behavior disorders. (DBD): Symptoms, Diagnosis and Treatment. (n.d.). Retrieved

February 27, 2023, from https://www.nationwidechildrens.org/conditions/disruptive-

behavior-disorders.

Eamon, M. K., & Altshuler, S. J. (2004). Can we predict disruptive school behavior?. Children &

Schools, 26(1), 23-37.

Gregory A, Weinstein RS. The discipline gap and African Americans: defiance or cooperation in

the high school classroom. J Sch Psychol. 2008 Aug;46(4):455-75. doi:

10.1016/j.jsp.2007.09.001. Epub 2007 Oct 24. PMID: 19083368.

Joseph, J. (1996). School Factors and Delinquency: A Study of African American Youths.

Journal of Black Studies, 26(3), 340–355. http://www.jstor.org/stable/2784826.

Owora, A. H., Salaam, N., Russell Leed, S. H., Bergen-Cico, D., Jennings-Bey, T., El, A. H.,

Rubinstein, R. A., & Lane, S. D. (2018). Culturally congruent mentorship can reduce

disruptive behavior among elementary school students: Results from a pilot study. Pilot

and Feasibility Studies, 4(1). https://doi.org/10.1186/s40814-018-0339-8.

Thomas, D. E., Bierman, K. L., Thompson, C., Powers, C. J., & Conduct Problems Prevention

Research Group (2008). Double Jeopardy: Child and School Characteristics That Predict

Aggressive-Disruptive Behavior in First Grade. School psychology review, 37(4), 516–

532.
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Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the

classroom: Teacher emotional support matters. Developmental psychology, 53(1), 114.

Stewart, E. B. (2007). Individual and School Structural Effects on African American High

School Students’ Academic Achievement. The High School Journal, 91(2), 16–34.

http://www.jstor.org/stable/40364137.