Behavioral interventions for Black male students: A systematic review.

Abstract

Educators use behavioral interventions to help children with behavioral concerns in school settings. Research on these interventions has shown that they can be effective in reducing concerning behaviors in students of different ages, educational settings, and behavioral topographies. However, Black male students continue to be disproportionately punished in schools. Although various factors (e.g., systemic racism) likely contributed to this issue, a review of the research participants of evidence-based interventions reported by the What Works Clearinghouse found a lack of representation of Black children in the studies. Without research on the effectiveness of interventions for Black male students, educators and researchers may perpetuate the current problem. This necessitates examining their representation in such research to inform effective behavioral interventions at schools. The criteria for inclusion were as follows: (a) journal articles and unpublished dissertations or theses, (b) participants who were children aged 3-18 years, (c) interventions targeting behavioral modification to reduce problem behaviors, (d) studies conducted in school settings, and (e) research utilizing single-subject designs. The results of the review included 15 studies with a total of 34 Black male participants. Of the studies reviewed, the majority were not function-based and did not meet the What Works Clearinghouse's design standards without reservations. Limitations and practical implications within a cultural context are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).