Kamontá Heidelburg's research while affiliated with The Ohio State University and other places
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Publications (15)
The opportunity gap, or conditions and barriers that impede the academic performance and school experience of minoritized students, may be exacerbated by educators’ implicit biases. The aim of this qualitative study was to understand preservice educators’ awareness of individual, structural, and systemic racism with regard to implicit bias. Our sam...
Exclusionary school discipline practices and policies have contributed to the racial disparities in discipline for certain demographic of students, particularly Black students. As a result, many schools have adopted the school-wide positive behavioral interventions and supports (SWPBIS) framework to identify and address disproportionality, despite...
Within schools across the nation, disproportionality in school discipline policies and practices continues to impact many racially and ethnically minoritized (REM) students. To combat the detrimental implications of discipline disproportionality, systemic changes to policies, practices, and accountability for teachers and school staff are required....
Ensuring a psychologically and physically safe learning environment for students and staff is necessary for students to learn and grow and for teachers to teach. However, for Black students and other marginalized students, the school environment is often physically and emotionally unsafe and they are targeted by anti-Black policies and practices, u...
School-wide positive behavioral interventions and supports (SWPBIS) frameworks have been suggested as a promising approach to reducing disproportionality in school discipline practices; however, few studies have tested this potential, and findings have been mixed. In our sample of 27 urban schools and approximately 15,000 students, risk difference...
There is strong evidence supporting the use of functional behavioral assessment (FBA) to identify effective treatments to address a wide variety of challenging behaviors. Behavior analysts and psychologists conducting FBAs are engaging in assessment behavior that is explicitly addressed in the ethical codes of the American Psychological Association...
Group contingencies describe interventions in which a reward is delivered to a group of individuals based on meeting a predetermined target level of performance. Group contingencies have repeatedly been found to be effective in modifying student behavior. Not only are group contingences effective, but they also have several logistical advantages ov...
Peer reporting interventions such as Positive Peer Reporting and tootling are commonly used in schools to promote appropriate behaviors and foster social engagement among peers. The current chapter discusses the problems with tattling and the rationale for peer reporting interventions, whereby students are trained to report their peers' positive be...
Citations
... When individuals harbor preconceived notions about a culture, these notions can inadvertently seep into their understanding of the language itself, potentially hindering the learning process (Breese et al., 2023). However, it's important to recognize that stereotypes and biases are not inherent to the language or culture but are rather a product of limited exposure and understanding. ...
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... At the second tier, culturally enriched social-emotional programs targeting minoritized students can be implemented with identified students needing additional supports. For instance, Brothers of Ujima (BoU; Belgrave et al., 2011);Black to Success (B2S;Heidelburg, 2020); and Sisters of Nia (Belgrave et al., 2008) are examples of culturally enriched curriculums designed for Black students specifically targeting socialemotional and racial/ethnic identity development. Lastly, individualized, intensive, evidence-based, culturally responsive interventions can be utilized with students identified as needing Tier 3 supports. ...
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... Despite this body of evidence, many African adolescents struggle to feel a sense of belonging at school (Gray et al., 2020;Heidelburg et al., 2022;Lacoe, 2015;Maxwell et al., 2017). The experience of race-based peer victimization among African adolescents has received much attention in the United States (Berkowitz et al., 2015;Gusler & Kiang, 2019;Hong et al., 2021;Seaton et al., 2013). ...
... Despite research indicating the effectiveness of PBIS implementation, there remains a lack of equitable discipline outcomes for minoritized students that is often sustained across years of implementation, regardless of fidelity level (Heidelburg et al., 2022). For instance, Johnson et al. (2018) suggested that following the implementation of SWPBIS, a reduction in ODRs and exclusionary discipline practices were observed among students at the universal level, but less so for racially minoritized students. ...
... Noltemeyer & Mcloughlin, 2010;U.S. Department of Education, 2014, 2016aZakszeski et al., 2021). We thus argue that further reductions in racial disparities in exclusionary discipline hinge not just on formal programmatic and policy changes but also on understanding the specific actions of educators. ...
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... The field of school psychology has witnessed emerging Tefforts for the recruitment and retention of culturally and linguistically diverse students (Collins, Proctor, McKinley, Murphy, & Heidelburg, 2018;. The recruitment of international students is included in such efforts (Lee, 2013); however, few discussions related to the unique supports required to recruit and retain international students have been initiated. ...
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