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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

Authors :
Mara E. Power
Mya H. Kelley
Kimberly J. Selders
Ambra L. Green
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