Using Mixed Methods to Develop Culturally and Contextually Relevant Programs for Students With Disabilities

• In Event: Advancing Mixed Methods Special Education Research

Abstract

The purpose of this presentation is to describe and illustrate the application of a mixed methods participatory approach to develop and evaluate culturally and contextually relevant programs for students with disabilities (SWDs). The integration of mixed methods research (MMR) within the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004; Nastasi & Hitchcock, 2015) holds promise for developing comprehensive programming, consistent with response-to-intervention (RTI), to facilitate the learning and well-being of SWDs. This presentation focuses on the social, emotional, and behavioral well-being of SWDs as it relates to learning and academic success. PCSIM is an applied research and implementation framework for use in creating comprehensive and culturally and contextually relevant prevention and intervention efforts in schools. PCSIM includes four major recursive stages: entry (i.e., exploring existing theories and building relationships), model development (i.e., identifying culture-specific goals and theories based on previous research and formative research), program development (i.e., designing, implementing, and evaluating the program), and continuation (i.e., extending the program efforts). The integration of MMR with PCISM can address recent issues raised within implementation science and translational research (e.g., Eccles & Mittman, 2006; Whaley & Davis, 2007). Within these fields, researchers and practitioners have raised concerns about (a) the cultural and contextual validity of evidence-based interventions (EBIs) and (b) the lack of understanding of the conditions under which documented outcomes occur. In particular, critical issues to be addressed include those related to acceptability of interventions to stakeholders, integrity of implementation, social and ecological validity of interventions and intended outcomes, stakeholder perceptions of effectiveness, and documentation of unintended outcomes. PCSIM utilizes mixed methods (ethnography, participant observation, interviewing, record reviews, social-emotional-behavioral screening measures, etc.) to examine relevant contextual and cultural factors and address specific formative and evaluative research questions relevant to acceptability, social and ecological validity, integrity, stakeholder perception, and outcomes. Multiple methods and sources are utilized with a recursive approach to data collection, analysis, and interpretation. Furthermore, the partnership approach inherent in PCSIM facilitates acceptability, ownership and capacity building among stakeholders, with the goal of developing effective and sustainable programs. Such an approach can extend existing efforts in schools and build capacity for staff to continue implementation of a systematic and adaptable data-based approach to culturally and contextually relevant programming for SWDs. The presenters will illustrate the application of MMR within PCSIM through examples from their own research.

References

Eccles, M. P., & Mittman, B. S. (2006). Welcome to Implementation Science (Editorial). Implementation Science, 1 (1), 1-3. doi:10.1186/1748-5908-1-1.
Nastasi, B. K., & Hitchcock, J. (2015). Mixed methods research and culture-specific interventions: Program design and evaluation. (The New Mixed Methods Research Series). Thousand Oaks, CA: Sage.
Nastasi, B. K., Moore, R. B., & Varjas, K. M. (2004). School-based mental health services: Creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association.
Whaley, A. L., & Davis, K. E. (2007). Cultural competence and evidence-based practice in mental health services: A complementary perspective. American Psychologist, 62(6), 563-574. doi: 10.1037/0003-066X.62.6.563

Authors

• Kris Varjas, Georgia State University

• Bonnie K. Nastasi, Tulane University