Publication Date

5-2023

Advisor(s) - Committee Chair

Thomas Gross, Carl Myers, Jessica Torelli

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

Underrepresented minority students are excluded from schools for disciplinary reasons at a higher rate than majority students. School-based positive social, emotional, and behavioral interventions could be implemented to support URM students who have behavioral needs. These interventions might need adaptations to meet the needs of diverse students in K-12 schools. However, there have been limited syntheses of these adaptations. The purpose of this review is to update Brown et al.’s (2018) systematic review of culture adaptations to social, emotional, and behavioral interventions. The current article pool consisted of seven articles from 2016 to 2021. The seven articles for the current literature review were coded for procedural, content, and program delivery adaptations. The results showed that most of the articles included the adaptations within their study; however, there were some adaptations that were not made or made at low rates. The most frequent procedural adaptations were resource evaluation and adaptation documentation. Community engagement was found in the majority of studies as well. The most frequently reported content adaptation was coded as program content. The most frequent program delivery adaptations were implementer and persons. This replication highlights the current trends in culturally adapted social, emotional, and behavioral interventions for URM students. The possible benefits for schools and students, as well as trends in adaptations are discussed.

Disciplines

Child Psychology | Disability and Equity in Education | Education | Educational Psychology | Multicultural Psychology | Psychology | School Psychology | Social and Behavioral Sciences

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