Reversing the Use of Hobson's Choice: Culturally Relevant Assessment and Treatment Practices for Culturally and Linguistically Diverse Learners with Problem Behaviors.

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Title:	Reversing the Use of Hobson's Choice: Culturally Relevant Assessment and Treatment Practices for Culturally and Linguistically Diverse Learners with Problem Behaviors.
Authors:	Obiakor, Festus E.¹ feobiakor@valdosta.edu, Gibson, Lenwood² Lenwood.Gibson@qc.cuny.edu
Source:	Journal of the International Association of Special Education. 2016, Vol. 16 Issue 1, p77-88. 12p.
Subject Terms:	Education of problem children, Effective teaching, Educational intervention, Classroom management, Behavior modification for problem children
Abstract:	Hobson's Choice is a psychological philosophy that prescribes a "take-it-or-leave-it" approach when addressing the problematic behaviors of students. Logically, this choice provides a traditional order in the classroom and gives teachers and service providers the sole power and authority to manage problem behaviors. For many students from culturally and linguistically diverse (CLD) backgrounds, the Hobson's choice approach is an illusory "no choice" perspective that fails to respect different behavioral, learning, cultural, and linguistic styles. This article from the United States analyzes problems associated with this approach to classroom management, particularly for students from CLD backgrounds. To replace this approach, the authors focus on the use of culturally responsive assessment and intervention practices. Culturally relevant functional behavior assessments, behavior management strategies, and instruction are discussed with recommendations for implementation strategies by teachers and service providers. The authors provide final thoughts on how to effectively use culturally responsive strategies for students from CLD backgrounds. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Hobson's Choice is a psychological philosophy that prescribes a "take-it-or-leave-it" approach when addressing the problematic behaviors of students. Logically, this choice provides a traditional order in the classroom and gives teachers and service providers the sole power and authority to manage problem behaviors. For many students from culturally and linguistically diverse (CLD) backgrounds, the Hobson's choice approach is an illusory "no choice" perspective that fails to respect different behavioral, learning, cultural, and linguistic styles. This article from the United States analyzes problems associated with this approach to classroom management, particularly for students from CLD backgrounds. To replace this approach, the authors focus on the use of culturally responsive assessment and intervention practices. Culturally relevant functional behavior assessments, behavior management strategies, and instruction are discussed with recommendations for implementation strategies by teachers and service providers. The authors provide final thoughts on how to effectively use culturally responsive strategies for students from CLD backgrounds. [ABSTRACT FROM AUTHOR]
ISSN:	15556913