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Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders
Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders
- Source :
-
Intervention in School and Clinic . 2024 59(5):331-338. - Publication Year :
- 2024
-
Abstract
- Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social-emotional-behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Details
- Language :
- English
- ISSN :
- 1053-4512 and 1538-4810
- Volume :
- 59
- Issue :
- 5
- Database :
- ERIC
- Journal :
- Intervention in School and Clinic
- Publication Type :
- Academic Journal
- Accession number :
- EJ1422166
- Document Type :
- Journal Articles<br />Reports - Evaluative
- Full Text :
- https://doi.org/10.1177/10534512231182381