Preliminary Findings of Culturally Responsive Consultation with Educators
- 65 Downloads
Behavior analysts are increasingly called to serve culturally and linguistically diverse populations. The culture of a population can provide context in which to identify behaviors likely to be reinforced by the client’s social environment, stimuli established as reinforcers for client behavior, and behavioral repertoires shaped by the client’s social environment. One of the largest and fastest growing minority groups in the United States is the Latinx population. This article offers preliminary evidence of incorporating cultural adaptations into the context of behavioral consultation for the Latinx population. Cultural adaptation of behavioral consultation can lead to improved outcomes for educators. In this study, 5 educators received behavioral consultation consisting of behavioral skills training to implement culturally responsive class-wide behavior management procedures. All 5 educators improved their treatment fidelity of the culturally responsive behavior management practices. Implications for practitioners and future research are discussed.
KeywordsCultural language Behavior consultation Behavior analysis
No funding to report.
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.
Informed consent was obtained from all individual participants included in the study.
- Brodhead, M. T., Durán, L., & Bloom, S. E. (2014). Cultural and linguistic diversity in recent verbal behavior research on individuals with disabilities: A review and implications for research and practice. The Analysis of Verbal Behavior, 30, 75–86. https://doi.org/10.1007/s40616-014-0009-8.CrossRefPubMedPubMedCentralGoogle Scholar
- Canfield-Davis, K., Tenuto, P., Jain, S., & McMurtry, J. (2011). Professional ethical obligations for multicultural education and implications for educators. Academy of Educational Leadership Journal, 15(1), 95–116.Google Scholar
- Doll, B., Zucker, S., & Brehm, K. (2004). Resilient classrooms: Creating healthy environments for learning. New York, NY: Guilford Press.Google Scholar
- Durán, L. K., Roseth, C. J., & Hoffman, P. (2010). An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development. Early Childhood Research Quarterly, 25, 207–217. https://doi.org/10.1016/j.ecresq.2009.10.002.CrossRefGoogle Scholar
- Horner, R. H., Sugai, G., Lewis-Palmer, T., & Todd, A. W. (2001). Teaching school-wide behavioral expectations. Report on Emotional & Behavioral Disorders in Youth, 1(4), 77–79 93.Google Scholar
- Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University Press.Google Scholar
- Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf
- Morales, Y., Lutzker, J. R., Shanley, J. R., & Guastaferro, K. M. (2015). Parent-infant interaction training with a Latino mother. International Journal of Child Health and Human Development, 8, 135–145.Google Scholar
- Padilla-Dalamau, Y. C., Wacker, D. P., Harding, J. W., Berg, W. K., & Schieltz, K. M., Lee, J. F., . . . Kramer, A. R. (2011). A preliminary evaluation of functional communication training effectiveness and language preference when Spanish and English are manipulated. Journal of Behavioral Education, 20, 233–251. doi: https://doi.org/10.1007/s10864-011-9131-z CrossRefGoogle Scholar
- Parra Cardona, J. R., Domenech-Rodriguez, M., Forgatch, M., Sullivan, C., Bybee, D., Holtrop, K., . . . Bernal, G. (2012). Culturally adapting an evidence-based parenting intervention for Latino immigrants: The need to integrate fidelity and cultural relevance. Family Process, 51, 56–72. doi: https://doi.org/10.1111/j.1545-5300.2012.01386.x CrossRefPubMedGoogle Scholar
- Resnicow, K., Baranowski, T., Ahluwalia, J. S., & Braithwaite, R. L. (1999). Cultural sensitivity in public health: Defined and demystified. Ethnicity & Disease, 9(1), 10–21.Google Scholar
- Restrepo, M. A., Castilla, A. P., Schwanenflugel, P. J., Neuharth-Pritchett, S., Hamilton, C. E., & Arboleda, A. (2010). Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools. Language, Speech, and Hearing Services in Schools, 41, 3–13. https://doi.org/10.1044/0161-1461(2009/06-0017.CrossRefPubMedGoogle Scholar
- Skinner, B. F. (1953). Science and human behavior. New York, NY: Collier-Macmillan.Google Scholar
- U.S. Census Bureau. (2017). USA quick facts. Retrieved September 29, 2018, from https://www.census.gov/quickfacts/fact/table/US/PST045217
- Vincent, C. G., & Tobin, T. J. (2011). The relationship between implementation of school-wide positive behavior support (PBIS) and disciplinary exclusion of students from various ethnic backgrounds with and without disabilities. Journal of Emotional and Behavioral Disorders, 19, 217–232. https://doi.org/10.1177/1063426610377329.CrossRefGoogle Scholar
- Wolfe, K., & Durán, L. K. (2013). Culturally and linguistically diverse parents’ perceptions of the IEP process: A review of current research. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 4–18.Google Scholar