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Cultural Responsiveness in Assessment, Implementer Training, and Intervention in School, Home, and Community Settings: A Systematic Review.

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Title: Cultural Responsiveness in Assessment, Implementer Training, and Intervention in School, Home, and Community Settings: A Systematic Review.
Authors: Kwak, Daniel (AUTHOR), Bell, Marlesha C. (AUTHOR), Blair, Kwang-Sun C. (AUTHOR), Bloom, Sarah E. (AUTHOR)
Source: Journal of Behavioral Education. Sep2025, Vol. 34 Issue 3, p526-573. 48p.
Subjects: Culturally relevant education, Cultural competence, Cultural pluralism, Response to intervention (Education), Thematic analysis, Educational evaluation, Teenagers
Abstract: The purpose of the current systematic review was to synthesize and evaluate the empirical database to assist researchers and practitioners in conducting culturally responsive research and implementing culturally responsive practices for children and adolescents from culturally diverse backgrounds. After screening 16,249 articles through journal and electronic database searches, a final selection of 22 peer-reviewed articles were included in the review. These experimental group and single-subject design studies addressed cultural responsiveness in assessment, implementer training, and intervention yielding positive behavioral, social skills, academic, and social–emotional outcomes for children and adolescents from diverse cultural backgrounds across school, home, and community settings. The studies were published across 15 journals (2010–2022) and included 281 implementers and 536 children and adolescents. Results showed that all but one study addressed most rubric items of quality indicators for culturally responsive experimental research (Bal & Trainor, Review of Educational Research, 86(2), 319–359, 2016) to some extent, and most studies addressed a majority of culturally sensitive elements of the Ecological Validity Model (EVM; Bernal et al., Journal of Abnormal Child Psychology, 23(1), 67–82, 1995). Most studies reported cultural responsiveness in intervention, whereas fewer described cultural adaptations to assessment and implementer training. Cultural adaptations that were made within the studies as well as suggestions for making adaptations within assessment, implementer training, and intervention delivery are described. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cultural Responsiveness in Assessment, Implementer Training, and Intervention in School, Home, and Community Settings: A Systematic Review.
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  Data: The purpose of the current systematic review was to synthesize and evaluate the empirical database to assist researchers and practitioners in conducting culturally responsive research and implementing culturally responsive practices for children and adolescents from culturally diverse backgrounds. After screening 16,249 articles through journal and electronic database searches, a final selection of 22 peer-reviewed articles were included in the review. These experimental group and single-subject design studies addressed cultural responsiveness in assessment, implementer training, and intervention yielding positive behavioral, social skills, academic, and social–emotional outcomes for children and adolescents from diverse cultural backgrounds across school, home, and community settings. The studies were published across 15 journals (2010–2022) and included 281 implementers and 536 children and adolescents. Results showed that all but one study addressed most rubric items of quality indicators for culturally responsive experimental research (Bal & Trainor, Review of Educational Research, 86(2), 319–359, 2016) to some extent, and most studies addressed a majority of culturally sensitive elements of the Ecological Validity Model (EVM; Bernal et al., Journal of Abnormal Child Psychology, 23(1), 67–82, 1995). Most studies reported cultural responsiveness in intervention, whereas fewer described cultural adaptations to assessment and implementer training. Cultural adaptations that were made within the studies as well as suggestions for making adaptations within assessment, implementer training, and intervention delivery are described. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188353662
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              Text: Sep2025
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