A Review of Academic and Behavior Interventions for At-Risk Black or African American Students

• In Event: Addressing Needs, Disparities, and Inclusive Strategies for Students With Autism or Emotional and Behavioral Disabilities

Abstract

This review aimed to provide a summary of interventions for at-risk Black students that need academic and or/behavioral supports. Our search yielded 10 research articles that focused on Black students that were considered “at-risk” and met our criteria. Five of the studies focused on academic support or intervention and five focused on behavior supports or interventions. All of the studies utilized quantitative designs (e.g., RCT). Overall, these interventions were effective, but the limited number of studies, range, and variability of the interventions make it difficult to draw conclusions related to specific academic interventions that may be beneficial to Black students. Results from this investigation can inform future research, school practices, and initiatives specific to Black students.

Authors

• M. Virginia Cornejo Guevara, California State University - Long Beach

• Jolan Smith, California State University - Long Beach

• Cara Richards-Tutor, California State University - Long Beach