Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners

Autor/inn/en	Campbell, Aaron Rachelle; Sallese, Mary Rose; Thompson, Julie L.; Fournier, Constance J.; Allen, Meghan
Titel	Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners
Quelle	In: Remedial and Special Education, 44 (2023) 6, S.443-456 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Julie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221143965
Schlagwörter	African American Students; Males; Intervention; Culturally Relevant Education; Student Behavior; Elementary School Students; Urban Schools; Program Effectiveness; Interpersonal Competence; Social Emotional Learning; Emotional Disturbances; Behavior Disorders; Behavior Modification; Prompting; Feedback (Response); Self Management + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interpersonale Kompetenz; Gefühlsstörung; Behaviour modification; Verhaltensänderung; Benutzerführung; Selbstmanagement
Abstract	Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach--including a culturally adapted social and emotional learning curriculum, check-in/check-out, and self-monitoring--on the externalizing behaviors of Black male learners in an urban elementary school. A multiple-baseline-across-classes, single-case, experimental design evaluated the effects of the intervention package. Results from the study show a consistent decrease in externalizing problem behaviors, increases in social and emotional competencies, and high levels of social validity for the intervention package based on the input of relevant stakeholders. An embedded alternating-treatment, single-case design explored the relative impact of self-monitoring. The authors also include a discussion of the limitations of this work and the implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01