A Systematic Review of the What Works Clearinghouse's Behavioral Intervention Evidence: Does It Relate to Black Children

Autor/inn/en	Graves, Scott L.; Phillips, Shanye; Jones, Mark; Johnson, Kyanna
Titel	A Systematic Review of the What Works Clearinghouse's Behavioral Intervention Evidence: Does It Relate to Black Children
Quelle	In: Psychology in the Schools, 58 (2021) 6, S.1026-1040 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graves, Scott L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22485
Schlagwörter	African American Students; Student Behavior; Behavior Modification; Intervention; Cultural Relevance; Clearinghouses; Evidence; Educational Research + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Evidenz; Bildungsforschung; Pädagogische Forschung
Abstract	The What Works Clearinghouse (WWC) is a source that is used to report the empirical evidence for interventions. The purpose of this review was to understand the presence of Black children in research that has been classified as Meeting the Standards With and Without Reservations by the WWC. Results indicated that 16 interventions met the WWC standards with specific outcomes focusing on positive behavioral skills, social outcomes, change in values and attitudes, and school engagement. These interventions resulted in 22 peer-reviewed articles that were based on a group design, with 26 publications utilizing single-case methodology. From a methodological standpoint, none of the articles in this review analyzed results separately by race. Relatedly none of the reviewed interventions that meet standards or meet standards without reservations were culturally modified which has proven to be more beneficial than standard practice. Furthermore, the articles based on the interventions did not address specific causes of disparate behavioral outcomes in schools (e.g., perceived disrespect, defiance, insubordination, and disobedience) identified in the research base. Implications are discussed in terms of the validity of WWC studies as they relate to Black children. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01