A Systematic Review of Single-Case Research Examining Culturally Responsive Behavior Interventions in Schools.
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| Title: | A Systematic Review of Single-Case Research Examining Culturally Responsive Behavior Interventions in Schools. |
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| Authors: | Austin, Sean C. (AUTHOR), McIntosh, Kent (AUTHOR), Izzard, Sara (AUTHOR), Daugherty, Brooke (AUTHOR) |
| Source: | Journal of Behavioral Education. Sep2024, Vol. 33 Issue 3, p639-666. 28p. |
| Subjects: | Cultural competence, Psychology of students, Social history, Classrooms, Students |
| Abstract: | Cultural responsiveness, or building on the strengths of the learning histories and social contingencies of students, is an important feature of instruction to engage students and ensure they feel represented in their classrooms. This systematic literature review examined which single-case designs have been used to study culturally responsive behavior interventions, the settings in which they have been tested, and the elements of cultural responsiveness present among them. This review included 12 studies that used experimental single-case design, demonstrated consideration of student culture in their design, and examined the effect of the intervention on student behavior. Studies were coded for their inclusion of culturally responsive elements in design or implementation, the size of student intervention groups, and the conditions used as a comparison to determine effectiveness of culturally responsive intervention. The most common culturally responsive elements were those that used knowledge of student identities and student input in intervention design; however, input from families or the community were infrequently used. Interventions were delivered across a spectrum of group sizes, including in whole classrooms, small groups, and with individual students. Only two studies directly compared non-adapted intervention with culturally responsive intervention within a multi-treatment design. This review has implications for how practitioners may evaluate behavior interventions for use in their classrooms and for the design of future studies to evaluate potential additive and equity-enhancing effects of culturally responsive behavior interventions. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Cultural responsiveness, or building on the strengths of the learning histories and social contingencies of students, is an important feature of instruction to engage students and ensure they feel represented in their classrooms. This systematic literature review examined which single-case designs have been used to study culturally responsive behavior interventions, the settings in which they have been tested, and the elements of cultural responsiveness present among them. This review included 12 studies that used experimental single-case design, demonstrated consideration of student culture in their design, and examined the effect of the intervention on student behavior. Studies were coded for their inclusion of culturally responsive elements in design or implementation, the size of student intervention groups, and the conditions used as a comparison to determine effectiveness of culturally responsive intervention. The most common culturally responsive elements were those that used knowledge of student identities and student input in intervention design; however, input from families or the community were infrequently used. Interventions were delivered across a spectrum of group sizes, including in whole classrooms, small groups, and with individual students. Only two studies directly compared non-adapted intervention with culturally responsive intervention within a multi-treatment design. This review has implications for how practitioners may evaluate behavior interventions for use in their classrooms and for the design of future studies to evaluate potential additive and equity-enhancing effects of culturally responsive behavior interventions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-023-09506-8 |
