Addressing Cultural Responsiveness in Consultation: An Empirical Demonstration

ABSTRACT

This study explored whether and to what extent consultation practices specifically focused on culturally responsive instruction provided additive benefit, after establishing strong classroom management. Three teachers leading culturally diverse classrooms participated in two phases of consultation. The first was a traditional, classroom-management focused phase. After decreases in disruptions stabilized, the consultant introduced a culturally responsive phase of consultation. Data are analyzed via a multiple-baseline-across-participants design depicting rates of classroom disruptions, labeled praise, and opportunities to respond (OTR). The greatest decrease in the number of classroom disruptions occurred during the traditional, classroom-management consultation phase. However, unexpected improvements were noted in teachers’ use of effective management procedures during the cultural responsiveness phase. Thus, teachers’ management practices benefited from applying culturally responsive instruction and interventions, beyond what was observed when consultation focused on management alone. Implications for research and consultation practice are discussed.

Acknowledgments

The authors thank the teachers who participated in this study for sharing their time, classrooms, and ideas throughout the study process. Thank you to our masked visual analysts for lending their expertise and to Dr. John Ferron for his insight and guidance in conceptualizing the masked visual analysis procedures used in the current study.

Additional information

Notes on contributors

Elizabeth L. W. McKenney

Elizabeth L. W. McKenney, PhD, NCSP, is an assistant professor in the Clinical Child and School Psychology Program at Southern Illinois University Edwardsville. Her research focuses on enhancing implementation science via school-based consultation, often for students with Autism Spectrum Disorder and/or culturally diverse populations. She received her PhD in School Psychology from the University of Florida.

Kacee A. Mann

Kacee N. Mann, SSP, is a Nationally Certified School Psychologist serving St. Louis County. Her practical focus is on the implementation of Multitiered Systems of Support and the assessment of special education needs. She received her Specialist degree in School Psychology from Southern Illinois University Edwardsville.

Danice L. Brown

Danice L. Brown, PhD, is an associate professor and coordinator of clinical training in the Counseling Psychology Program at Towson University. Her research focuses on African American mental health, cultural socialization, and multicultural issues in counseling. She received her PhD in Counseling Psychology from The Ohio State University.

Jeremy D. Jewell

Jeremy D. Jewell, PhD, is a professor and program director of the Clinical Child and School Psychology Program at Southern Illinois University Edwardsville. He was recently granted the Hoppe Research Professor Award for his work investigating the effectiveness of compassion meditation with at-risk youth. He received his PhD in School Psychology from the University of Texas.Note: The authors report that, to the best of their knowledge, neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.