Effectiveness of Teacher-Implemented Culturally Responsive and Function-Based Interventions in Reducing Disruptive Classroom Behaviors

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: School Discipline: Culture, Politics, and Prevention Strategies (Table 13)

Abstract

Teachers report that they receive insufficient levels of support to respond to the complexity of the behavioral needs of their students (Gesel et al., 2022). Students with disabilities and Black male students are disproportionately recipients of exclusionary discipline and office discipline referrals (e.g., Krezmien, Leone, & Achilles, 2006). There is a need for educators to be trained in effective culturally responsive school and classroom-based interventions in order to address these disparities and allow for Black and Brown students with and without disabilities to remain in instructional settings with their peers. Behavior Skills Training is an evidence-based method that shows promise for training teachers to better respond to challenging and disruptive behaviors. This research seeks to determine an effective method for preventing and responding to disruptive classroom behaviors without reliance on exclusionary discipline through both a systematic literature review, and a single case research study.

Author

• Lindsey Loflin, Texas A&M University
  Presenting Author