Read the example article below and look for potential biases in the research design method, data sampling and analysis methods, and discussion of the study and its findings.

Identify and analyze at least 3 biases in the article for your assessment.

Example Article

Advancing Equity Within Early Intervention: Analysis of a Literature Review on Early Intervention Systems[1]

Description of Social Problem

Early intervention systems aim to create equity-empowered settings for all children, particularly for those of color and with disabilities. Unfortunately, these systems often pathologize children and their experiences, ignoring larger systemic issues. To address this, a new focus on creating equitable systems, policies, and programs is proposed to address systemic racism and bias with trauma-informed approaches.

The U.S. early intervention system often favors White, able-bodied children, leading to dissimilar experiences rooted in racism and discrimination. The equity evolution framework categorizes early intervention systems that address social hierarchies and marginalized groups, celebrating diverse backgrounds while tackling prejudices and trauma. Using such frameworks to recognize implicit biases and embrace integrative models is crucial for reducing bias in education and improving approaches to systemic intervention.

The primary focus of early intervention systems should shift away from trying to "fix" children or the "achievement gap," a perspective that regrettably affects children of color and with disabilities more profoundly and is deeply ingrained in systemic failures; instead, these interventions should concentrate on the responsibilities of adults and the systems in place, celebrating the uniqueness of each child while respecting differences. Tackling inequities, biases, racism, and mechanisms that reinforce social hierarchies can lead to stronger partnerships with families and a complete overhaul of systems designed for young children.

The implementation of policy agenda reforms aimed at child equity can help bridge the opportunity gaps and transform learning experiences for all children. Addressing social hierarchies and oppressive systems, including racism, discrimination, and oppression, can significantly enhance the support provided to young children and their families. To make progress, social workers must examine the underlying issues and collaborate with various stakeholders to gain a genuine recognition of the extent of the existence of systemic racism and discrimination in their clients' lives.

Early intervention systems aim to empower children from marginalized communities, such as children of color and those with disabilities; however, these systems can unintentionally focus too much on medical aspects, taking attention away from systemic issues.To address this, it is crucial to implement equitable policies that confront racism and bias, while integrating trauma-informed approaches to provide a more holistic and empathetic approach to the needs of these children.

Research Question

This study examined the following research question: What strategies can be used to reshape early intervention systems to foster fairness and inclusivity for every child, especially those of color and with disabilities and from less attentive households, while also including efforts to confront systemic racism, bias, and the risk of pathologizing children's experiences?

Literature Review

A comprehensive review of existing literature on systemic racism, bias, early intervention, and the development of young children of color in English-speaking households in the U.S. was conducted. Literature for non-English-speaking households was not reviewed. Previous studies, theories, and frameworks related to the impact of systemic racism and bias in early intervention systems were also examined.

[An annotated bibliography of peer-reviewed literature has been omitted from this example.]

Hypotheses

Based on findings from the literature review, our research team predicted that a substantial improvement in equity and inclusivity for all children could be made by adjusting current practices and establishing equitable systems, policies, and programs within early intervention systems, particularly for children from diverse backgrounds or with disabilities and from less attentive households. Improvement will result from addressing systemic racism, bias, and minimizing the likelihood of pathologizing these children.

Major Variables

The independent variables in this study are the implementation of changes to current practices and the creation of equitable systems, policies, and programs within early intervention systems.

The dependent variable in this study is the equity and inclusivity of all children, particularly those of color and with disabilities from less attentive households.

Research Design and Sampling Methodologies

A qualitative research design was used. Interviews were conducted with focus groups chosen by the author and composed of the following individuals to explore their experiences and perspectives on equity, inclusion, systemic issues, labeling, and racism within early intervention systems:

• Early intervention professionals (N=15): This group consisted of 15 professionals working in the early intervention field, representing a range of ages, gender identities, and ethnic backgrounds, including White, African American, and Hispanic professionals.
• Select parents of children with disabilities (N=15): 15 parents of children with disabilities, representing a variety of ages, gender identities, and ethnic backgrounds, including Asian, White, African American, and Latino parents.
• Select children with disabilities and from English-speaking households (N=15): 15 children with disabilities from English-speaking households were included, representing a range of ages, gender identities, and ethnicities, including Asian, White, African American, and Latino children.
• Select parents of color who self-reported being diagnosed with a condition or disability that results in inattentiveness (N=8): Eight parents of color who self-reported being diagnosed with a condition or disability that results in inattentiveness, representing a range of ages, gender identities, and ethnicities consisting of African American, Hispanic, and Asian parents.

Data Analysis Methods

Thematic analysis was used to analyze data to identify patterns, connections, and insights related to equity, inclusion, systemic issues, labeling, and racism within early intervention systems. During the course of the study, a team of early intervention professionals dropped out due to personal conflicts. Additionally, five of the children from the originally chosen group aged out of services and did not complete the remaining interviews.

Study Limitations

The limitations of this research study include the following:

• Findings might not apply to all early intervention professionals, parents, and children, because the author chose the focus groups.
• Some professionals and children dropped out, which could affect the accuracy of the data.
• The author's selection of participants might introduce bias based on their own opinions.

Strengths and Weaknesses

The strengths of this research study include the following:

• The study used interviews and focus groups to deeply understand the experiences and views of professionals, parents, and children.
• Including different groups of participants gives a comprehensive perspective on equity, inclusion, systemic issues, labeling, and racism in early intervention systems.
• Gathering data from multiple sources can increase reliability.

The weaknesses of this research study include the following:

• Participants gave answers that they think are socially acceptable rather than their true opinions.
• Some professionals dropped out and some children aged out, which reduced the number of participants and the depth of insight.
• The study did not control for external factors, like regional differences or changes in early intervention policies.

Funding and Declaration of Conflicting Interests

The author did not receive financial support for the research or authorship; however, they did receive funding and a one-time payment for publication of this article.

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. The author has selected portions of the study for publication. For additional questions regarding the entre study, written requests may be submitted to the publisher.

Application to Social Work Practice

The COVID-19 crisis presented an opportunity to redesign early learning systems to serve all children, addressing existing inequity and promoting equity through early intervention, fostering inclusion and belonging. Social workers play a crucial role in addressing these challenges and contributing to the redesign of systems to benefit all children by advocating for policies that promote inclusivity and equitable access to early learning and education systems. Additionally, by advocating for racial justice within education systems, social workers can work to eliminate racial disparities in educational outcomes and promote culturally responsive teaching practices that value diversity and inclusion. In doing so, social workers can contribute to the development of an educational system that truly serves, supports, and values all children, regardless of their background or circumstances.