Double-Check: a Framework of Cultural Responsiveness Applied to Classroom Behavior

Double-Check: A framework of cultural responsiveness applied to classroom behavior

Patricia A. Hershfeldt Richard Sechrest Karen L. Pell Michael S. Rosenberg Catherine P. Bradshaw Philip J. Leaf

A Case Study Published in

TEACHING Exceptional Children Plus

Volume 6, Issue 2, December 2009

Patricia A. Hershfeldt Richard Sechrest Karen L. Pell Michael S. Rosenberg Catherine P. Bradshaw Philip J. Leaf

Abstract

Despite years of investigation and reporting on the disproportionate representation of culturally and linguistically diverse (CLD) students in office discipline referrals and special education, little progress has been made in reducing these disparities. It is recommended that school personnel identify cultural inconsistencies in disciplinary practices, and develop and maintain culturally responsive practices that facilitate improvements in student behavior. The Double-Check framework promotes such practices through self-assessment, and encourages school personnel to recognize their own attitudes and behaviors toward CLD students. In this effort we describe the five components of the Double-Check model and provide a case study example that illustrates how school teams and individual teachers can apply the framework when encountering persistent behavior problems.

Keywords Cultural responsiveness, student behavior, teacher self-assessment, professional development, culturally linguistically diverse

SUGGESTED CITATION: Hershfeldt, P.A., Sechrest, R., Pell, K.L.,Rosenberg, M.S., Bradshaw, C.P., & Leaf, P.J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. TEACH- ING Exceptional Children Plus, 6(2) Article 5. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol6/iss2/art5

2 Despite decades of national attention, own definition of what is acceptable (Klinger disproportionate representation of culturally et al., 2005). For example, White teachers un- and linguistically diverse (CLD) students in familiar with the communication styles of Af- special education programs is still prevalent rican American males have interpreted inter- (Kewal Ramani et al., 2007). Disproportion- actions as argumentative, when in fact the ately high rates of office disciplinary refer- students’ behaviors were intended to be a pas- rals, suspensions, and behaviorally-based sionate response (Townsend, 2000). This par- special education referrals for these students ticular type of misinterpretation is significant signify a need to address cultural factors as because behavior is one of the most common possible antecedents of presenting problem reasons for referral to special education behaviors (Day-Vines & Day-Hairston, 2005; (Donovan & Cross, 2002). Skiba et al., 2008). The need to consider cul- Disproportionality is also evident in tural responsiveness in the classroom as a po- the inequity of office discipline referrals, sus- tential trigger for student behaviors is both pensions, and expulsions in elementary and timely and urgent. Despite years of efforts to middle schools. Through analyses of a na- eliminate disproportionate representation of tional database that included discipline data CLD students among behavioral and special from the 2005-2006 school year, representing education referrals, there has been little im- 180,670 students with 372,642 office disci- provement (Donovan & Cross, 2002; Skiba et pline referrals, Skiba et al. (2008) found sig- al., 2008). This is particularly troublesome nificant differences among suspension rates given that our nation’s schools are becoming of African American, Latino, and White stu- increasingly culturally diverse (Klinger et al., dents. Specifically, African American elemen- 2005; Smith, 2003; U.S. Department of tary school students were 2.65 times more Commerce, 2000). likely than white students to receive an out of Some researchers (e.g., Trent, Kea, & school suspension for a minor discipline in- Oh, 2008) contend that teachers are not ade- quately prepared to manage behaviors that may be culturally different from their own. “Latino students of the same Yet culturally responsive behavioral interven- age were 4.68 times more likely tions that are implemented correctly can be than white students to receive an effective in managing classroom disruptions out of school suspension for a mi- (Cartledge & Kourea, 2008; Klinger et al., nor discipline infraction.” 2005). Therefore, these interventions hold great potential to serve as preventative meas- ures, given that a majority of teachers in the fraction (e.g., disrespect, work refusal, class- workforce today are white, middle class, and room disruption). Additionally, Latino stu- female. In fact, nationally, 9% of K-12 public dents of the same age were 4.68 times more school teachers are adults of color, whereas likely than white students to receive a suspen- 40% of students are children of color (Jorgen- sion for a minor offense. Furthermore, a re- son, 2001). It has been argued that white cent study found that African American stu- teachers’ interpretations of behaviors exhib- dents are more likely than their White coun- ited by CLD students may not align with their terparts to receive an office discipline referral,

3 even after statistically controlling for the reflection process is facilitated through com- teacher’s rating of the student’s disruptive pletion of a checklist which helps to increase behavior problems (Bradshaw, Mitchell, awareness of one’s own cultural sensitivities. O’Brennan, & Leaf, in press). With this heightened awareness, teachers and Those advocating for culturally re- others in the classroom can understand stu- sponsive practices point out that change must dent behavior in a more functional way. This be systemic and happen at federal, state, dis- in turn will help teachers engage in more trict, and school levels (Abrams & Gibbs, comprehensive intervention planning and 2000; Klinger et al., 2005). However, the de- provide supports for problematic student be- velopment of culturally responsive class- haviors, rather than punishing and excluding rooms requires that principals and teachers students because of their behaviors. Until serve as agents of change. Teachers in par- teachers recognize and assess how their own ticular, given the extensive amount of time culture affects behavior in today’s society, spent with students, are integral in adopting they are unlikely to employ effective behavior practices that support cultural diversity. An management strategies in their classrooms important step in effecting change happens (Green, 2008). In the sections below, we de- through professional development that incor- scribe the Double-Check framework and il- porates self-awareness activities and reflec- lustrate how it can help school personnel to tion, as well as invitations for on-going dis- interpret their own behavior when faced with cussions about diversity and how culture im- problematic behaviors from CLD students. pacts instruction and management of the The five components of Double-Check are classroom (Beauboeuf-Lafontant, 1999; Gay, highlighted and followed by case study appli- 2000; Ladson-Billings, 2001; Skiba et al., cations of the Double-Check framework. 2008; Townsend, 2000). For the purpose of this paper we de- fine culture as the beliefs, customs, practices, “Teachers, given the extensive and social behavior of a particular group of amount of time spent with stu- people (inclusive of age, gender, race, ethnic- dents are integral in adopting ity, culture, disability or sexual preference). practices that support cultural While we recognize that culture has theoreti- diversity.” cal constructs that can be debated, the goal of this paper is to promote the process of teacher Fortunately, a considerable amount of self-reflection by defining culture operation- work has illustrated how culturally responsive ally. We view culture as more complex than pedagogy and behavior management can be race, gender and socioeconomic status. For integrated into school and classrooms prac- teachers to understand culture more broadly, tices (see, for example, Gay, 2002; King, it is imperative that they view their own cul- Harris-Murri, & Artiles, 2006; Richards, ture and how it affects their perceptions and Brown, & Forde, 2007; Weinstein, decisions about behavior. The aim of this pa- Tomlinson-Clarke, & Curran, 2004). The per is to provide a framework for teachers to Double-Check model, developed by Rosen- assess their understanding of behavior with a berg (2007), provides opportunities for teach- greater sensitivity to culture—their own, their ers to reflect on five core components of cul- students, and the interactions among them in turally responsive practices. The self- the classroom.

4 Five Components of Double-Check tors. However, a teacher who is aware of this might attempt to ameliorate this situation by Reflective Thinking about Children and providing students with opportunities to ad- “Group Membership” here to school-wide expectations while mak- It is imperative that teachers and school per- ing allowances for the peer pressure. Exam- sonnel engage in reflective thinking about ples of such strategies would include provid- their own cultural group membership, as well ing the students a set of textbooks to leave at as the cultural group membership of their stu- home so they are not faced with the negative dents. Indicators of such thinking include (a) attention associated with carrying books understanding the concept of culture and why home, a behavior associated with conformity. it is important; (b) being aware of one’s own An informed teacher might also provide pri- and other’s group memberships and histories; vate ways to reinforce students for desired (c) considering how past and current circum- behaviors that do not call attention to the stu- stances contribute to presenting behaviors; (d) dent in front of his or her peer group. Collect- examining one’s own attitudes and biases, and ing school work in more discrete ways and seeing how they impact relationships with measuring learning by oral or portfolio meth- students; (e) articulating positive and con- ods may allow a student to demonstrate profi- structive views of difference; and (f) making ciency without appearing to peers as con- tangible efforts to reach out and understand forming. differences (Richards et al., 2007; Villegas & Lucas, 2002). An Authentic Relationship In order to become culturally respon- The second area is the formation of an sive, teachers must critically reflect on their authentic relationship between the teacher and own instructional practices, interactions, and the student. As noted earlier, there are data personal reactions to students and behaviors that suggest that positive relationships be- (Howard, 2003). Self-reflection provides tween students and teachers are associated teachers with insights into the dynamic role with fewer behavior problems (Hamre & Pi- they play in their students’ lives and the con- anta, 2001; Murray & Greenberg, 2001; nections they make to further impact learning. McNeely, Nonnemaker, & Blum, 2002). Indi- Teachers who engage in self-reflection are cators of a teacher’s initiating and sustaining more likely to try new strategies that match positive relationships include (a) tangible evi- the needs of their students (Cartledge & dence of warmth, caring, and trust; (b) evi- Kourea, 2008; Gay, 2000, 2002). dence of positive attention directed toward Townsend (2000) described one per- the student (e.g., recognizing special talents, ception sometimes held by African American encouragement during lessons, and the provi- adolescents. Aligning oneself with the domi- sion of emotional support); (c) instances of nant school culture by conforming to school- interest and participation in the student’s ac- wide expectations is not acceptable among tivities and personal life; (d) truly listening to some African American peer groups. Thus, the student rather than just reacting to overt some students may begin to display defiant behavior; and (e) sensitivity to the referred behaviors to demonstrate non-compliance student’s situational messages and recogniz- with the dominant school culture—a circum- ing that setting events (e.g., health factors, stance easily misunderstood by many educa- neighborhood expectations, and the need to

5 save face) influence behavior (Koenig, 2000; professionalism, credibility, civility, and re- Monroe, 2006). spect; (c) limited judgmental verbal interac- Teachers who demonstrate respect and tions directed toward the student; and (d) rec- care for students can have a significant impact ognition and facility with code-switching, the on students’ behavior, both in school and out notion that the referred student may fail to of school (McNeely et al., 2002). Students recognize that different contexts require dif- who are often marginalized by their peers or ferent standards of behavior (Day-Vines & other adults can be responsive to teachers Day-Hairston, 2005; Gay, 2002; Richards et who take a genuine interest in them. Caring al., 2007). teachers demonstrate a genuine interest in not Behavior is the strongest form of just the academic needs of their students, but communication. In order to enhance commu- also in their social and emotional well-being nication, teachers are encouraged to learn (Brown, 2003; Gay, 2000, 2002). Teachers about each child’s heritage and language (We- who positively support student persistence, instein et al., 2004), ask questions to aid un- efforts, and accomplishments find that their derstanding (Cartledge & Lo, 2006), infuse students take pride in their work and have a the classroom with stories, warmth, humor vision about their future (Ladson-Billings, (Gay, 2000), and honor expression (Hinton- 1994). Additionally, when teachers have an Johnson, 2005). Also it is important to em- authentic relationship with a student, they are brace the notion that one size does not fit all better able to plan interventions to support (Banks et al., 2005). Individualizing relation- learning which aligns rather than conflict with ships and modes of communication with each the individual’s culture. child is important for building trust and promoting learning. Effective Communication Connection to Curriculum “Some students have distinc- Connecting the curricula to students’ tive communication styles that cultures requires teachers to integrate exem- do not conform to typical norms plars from the students’ background into les- and expectations.” sons. In doing so, teachers must be cautious to minimize instances of ethnic stereotyping According to Day-Vines and Day- that could serve to marginalize students. Visi- Hairston (2005), some students have distinc- ble images of cultural value should be dis- tive communication styles that do not con- played in the classroom environment and form to typical norms and expectations. Con- learning activities should be selected that are sequently, behavior referrals of such students relevant to the students’ background, cogni- may be more a function of cultural misunder- tive styles, family, and community. These im- standings than discipline problems in need of ages and related activities should be valued specialized, labor intensive interventions. In- and incorporated into daily routines. Finally, dicators of a culturally responsive communi- it is important that the prevailing attitude in cation style among educators include (a) un- the school and classroom is one that reflects derstanding the communicative function of unity of teacher and student in the goal of the student’s different types of behavior; (b) mastering the material (Gay, 2002; McIntyre, consistent evidence of interactions that reflect 1996; Ross, Kamman, & Coady, 2008). Spe-

6 cifically, teachers and students are partners in cultural community and family not only learning, and mastery of the curriculum con- communicates a genuine interest and desire to tent is their shared goal. understand, but also has proven effective in The merit of connecting curriculum to the prevention of behavioral infractions. For the cultural background of the student is well example, Epstein and Sheldon (2002) found illustrated through the Kamehameha Elemen- as family and community involvement in- tary Education Program (KEEP) (Au, 1980; creases, discipline referrals for students de- Au & Mason, 1981). Once students in this creases. When families are included in class- Hawaiian elementary school were provided room activities, teachers report a broadening reading passages that matched their cultural of their own understanding of culture, and, style of conversation, reading performance consequently, a richer understanding of their improved significantly. A similar example students (Tucker et al., 2005). involved incorporating the popular Hispanic folk tale “La Lliorona,” the weeping woman, “From the students’ perspec- into reading instruction (Leavell & Ramos- tive, there may be an inability to Machail, 2000). The tale has numerous rendi- fully comprehend the culture of tions, each one slightly different, which their school given the vast dif- evolves from a tale of traditional values and ferences they experience at lessons to one that has been transcribed to home and in the community.” match contemporary conditions. By using folk tales as part of the curriculum, students Clearly, cultural and situational mes- not only experience the cultural aspects illus- sages play a significant role in student behav- trated by the tale, but explore the evolution of ior. From the students’ perspective, there may the story through modern times. be an inability to fully comprehend the cul- Integrating culture into the curriculum ture of their school, given the vast differences should not be a one time occurrence. While they experience at home and in their commu- featuring one culture during a particular nity. Such misunderstanding can lead to be- month certainly directs attention to that cul- haviors that run counter to both the implicit ture, attention should not be restricted to a and explicit standards of the school and class- particular time of year. Rather, the value of room (Cartledge & Kourea, 2008; Monroe, culture should permeate the curriculum at all 2005). In some cases, cultural and situational times and represent all students within the messages can be illustrated through the dif- class. Personalizing, story telling and honor- ferentiation of social skills instruction. How- ing differences should be evident every day ever, it is critical to be sensitive to how skills across every subject. being taught are understood (Cartledge, Singh, & Gibson, 2008). Specifically, teach- Sensitivity to Student’s Cultural and Situa- ers need to help students recognize the need tional Messages to find alternative ways to manage behaviors. Recognizing that students from CLD backgrounds may have different behaviors helps teachers to respond in culturally responsive ways. Making connections with students’ Figure 1.

7 Double-Check Self-Assessment Take a moment to review each element below. Rate yourself on each one, assessing how comfortable you are with understanding the element and the ease and effectiveness with which you apply it in your classroom and school.

Evidence PROGRAM COMPONENTS AND INDICATORS 4 3 2 1 U Regularly in my Most of the Rarely in my Never in my This does not class and school time in my class and school class and apply to my class and school class and school school

Reflective Thinking About the Children and their “Group Membership”

I understand culture and why it is so important. I reflect on how my actions contribute to chains of behavior I am aware of other groups and how histories and present circum- stances contribute to my behavior interacting with others I make tangible efforts (reading, home visits, interviews, student in- ventories) to “reach out” and understand differences I have positive and constructive views of difference Efforts Made to Develop An Authentic Relationship

I display tangible evidence of warmth, care and trust I recognize special talents I encourage positive interactions I provide positive adult attention I take genuine interest in the activities and personal lives of others I display a professional and personal orientation toward students

Effective Communication

I consistently communicate high expectations I display professionalism, civility, and respect in all my communica- tions I communicate with care and persistence of effort I communicate with credibility, de- pendability, and assertiveness I communicate without judging others

8 Evidence PROGRAM COMPONENTS AND INDICATORS 4 3 2 1 U Regularly in my Most of the Rarely in my Never in my This does not class and school time in my class and school class and apply to my class and school class and school school

I am aware and facile with “code switching” Connection to Curriculum

My instruction contains exemplars from the backgrounds of my students I highlight cultural differences positively during instruction I use learning activities reflective of the background of my students, their families, and the community I consider cognitive style differences I understand and apply the concept of teacher and student vs. the content

Sensitivity To Student’s Cultural and Situational Messages

I am aware of how situations influence behavior(e.g., health, poverty, dress, neighborhood expectations) I am aware of the students’ needs to address multiple constituencies I emphasize resiliency, choice, and internal locus of control I recognize students’ social and po- litical consciousness When you have completed the rating scale, review the areas that you ranked below a four. Those rated a ‘3’ may require additional practice. Those rated a ‘2’ or a ‘1’ may require instruction and practice. After you have completed the scale, take a moment to prioritize the areas in which you would like resources and assistance.

I would like additional training and resources in the following areas:

I would like to practice (role plays, coaching, etc) in the following areas:

9 The Double-Check Self-Assessment Tool and maintain authentic relationships, how The Double-Check Self-Assessment they communicate with those of different cul- Tool (see Figure 1) reflects the five compo- tures, how culture is integrated into the cur- nents of cultural responsiveness discussed riculum, and their awareness and sensitivity above. The items are framed as statements to cultural and situational messages. Termi- that ask the teacher and other school staff per- nology can sometimes be interpreted differ- sonnel to consider their thoughts and actions ently so along with the self assessment tool is around each component. There are statements a list of terms with definitions (see Figure 2). about group membership for themselves and those in their classroom, how they establish

Figure 2.

Terms used on self-assessment The phenomenon of switching from one language to another in the Code switching same discourse (Botzepel, 2003) Collectively, the beliefs, customs, practices, and social behavior of a Culture particular group of people (inclusive of age, gender, race, ethnicity, culture, disability or sexual preference) Identifying social groups by age, gender, race, ethnicity, culture, dis- Group membership ability or sexual preference

For best results, the assessment should It can also serve as a building level needs as- be completed anonymously and confidentially sessment measure to analyze and distill com- by classroom teachers, paraprofessionals, and, mon themes around the issue of culture. For when appropriate, school administrators. The school leaders, these results may identify po- teacher or staff member rates each response tential topics for conversations at faculty on a Likert-type scale ranging from 1 (Never meetings and serve as content areas for on- in my class) to 4 (Regularly in my class). As a going professional development. self report, each item is answered individually and interpreted similarly. Results profile Application of Double-Check where teachers and staff have confidence that The following case study illustrates these components are in place in their class- application of the Double-Check framework. room or where they are not. The final two It highlights how a teacher with support from open-ended items ask for areas where training the student support team, applied the five or resources are requested, as well as practice components of the process in her classroom. using role plays. Reggie, a student in a suburban ele- The assessment tool is designed to mentary school, exhibited behavioral diffi- heighten teacher and staff awareness, as well culty and social compatibility issues with his as to spark conversations among school per- new classmates. He and his family emigrated sonnel about culturally responsive practices. to the U.S. from a West African country and

10 Reggie frequently had difficulty keeping his These discussions revealed that Reggie’s and hands to himself, tended to converse with his family’s school experiences in West Africa classmates in close proximity, had difficulty included a less structured mode of instruction. remaining in his seat and, on a few occasions, Class was held outdoors frequently and not in simply left the classroom. Reggie’s teacher a formal classroom setting. Moreover, lessons described him as being a “very intelligent often were conducted through open, class- child” and indicated that she was very im- wide discussions. pressed with his ability to “think outside the box.” She reported that she often enjoyed his “Reggie’s parents were con- frequent commentary on classroom topics. fused by the teacher’s reports of The teacher observed that Reggie tended to behavioral problems at school complete work in his own way, often re- and stated that they had never sponding with highly technical answers to received previous reports of much simpler questions. For example, when similar problems.” answering a test question asking “How does rain form?” Reggie did not respond to the Reggie’s tendency to remain in close original question, but shifted the discussion to physical contact with peers during conversa- how clouds are seeded to manufacture rain. tions was viewed as typical in his former set- Although Reggie’s teacher accepted such re- ting. Reggie’s teacher, made aware of these sponses, she was concerned about his adher- culturally based differences, altered her per- ence to a given assignment and concerned ception of the presenting behaviors. Rather about his ability to complete acceptable work than being viewed as behavior problems, for others. There was also was concern about these responses were seen as a function of a Reggie’s ability to continue to achieve aca- different educational history. This new per- demically given his difficulties remaining spective allowed, and in many ways encour- seated in class and his pattern of leaving aged, the teacher to make modifications to her class. teaching methods that better accounted for Reflective thinking about group mem- cultural differences among herself, Reggie, bership. Reggie’s teacher did not know about and his classmates. many of Reggie’s past cultural experiences. Thus, her ability to understand the impact of Authentic relationship. From the be- cultural events was limited. Reggie’s parents ginning, the teacher considered Reggie bright were confused by the teacher’s reports of be- and creative. She enjoyed his frequent com- havioral problems at school and stated that mentary on classroom topics. Although she they had never received previous reports of initially suspected that his misbehaviors likely similar problems. The school administrators, stemmed from undiagnosed ADHD, she made aware of the potential of cultural factors in- repeated efforts to reinforce positively Reg- fluencing the perceptions of the parents and gie’s desired in-class behaviors, seeking to the teacher, arranged for a meeting. The par- decrease the frequency and rate of undesired ties, along with school counselors, considered behaviors. Her discussions with Reggie’s par- the roles of Reggie’s former cultural group ents and her colleagues prompted considera- and setting, and discussed how they might tion that the behaviors she observed and in- have contributed to the presenting behaviors. terpreted as signs of ADHD might instead be

11 the result of cultural-based characteristics of dents needing the same support. She used fre- the student. The teacher reported that she quent verbal and visual cues to be sure that made more concerted efforts to engage Reg- the identified students understood the content gie in brief discussions before and after class. as well as the expectations for that particular The discussions were an attempt at fostering lesson and setting. The teacher taught Reggie an authentic and personal relationship. Reg- to communicate understanding or confusion gie’s teacher also increased communication through contact. The teacher felt this was in- with Reggie’s parents. Her discussions with strumental in helping her recognize when parents included more specific questions Reggie did not understand the material or ex- about Reggie’s behavior targeting cultural pectation. Reggie was also given an opportu- aspects as contributing factors. The teacher nity to communicate his thoughts and ideas to reported that the discussions with Reggie and his teacher and parents through daily journal increased communication with his parents left entries which the teacher read, responded to, her feeling more skilled in supporting Reg- and sent home weekly in a home folder. From gie’s learning needs and behavior. She also the discussion with Reggie’s parents the found that she was more aware of cultural teacher learned that close physical proximity factors with other students in her class when speaking to another was valued by his The increased interactions communi- West African culture. She made efforts to be cated to the student that his teacher was inter- in close physical proximity when communi- ested in his thoughts and valued him as a per- cating with Reggie, particularly when she was son. The brief private discussions were not checking for understanding of new and com- limited to school-related topics and included plex tasks. In addition, she taught her class social topics such as the weather and Reggie’s about proximity to others, showing how dif- participation in youth sports. The planned ferent cultures interpret the distances. Reggie discussions not only promoted the authentic learned these differences along with his fel- relationship but modeled the conversation low students and because he wanted to fit in, style and content typical for a school-based he began positioning himself appropriate dis- relationship. The teacher was actually provid- tances from the other children. ing individualized social skill instruction in effective communication. Connection to curriculum. Reggie’s teacher commented that he tended to com- “The teacher learned that plete the work in his own way, often respond- close physical proximity to an- ing with highly technical answers to much other was valued by his West simpler questions. Reggie’s teacher inter- African culture.” preted his work as containing more of a philosophical approach. Although it was more difficult to grade because it included extended Effective communication. To ensure or divergent styles of response, she readily that all students understood spoken instruc- accepted Reggie’s non-standard approach. tion, Reggie’s teacher often modeled aca- She was, however, concerned that Reggie’s demic lessons and behavioral expectations to unique style of responding might not be ac- her class. She also made a point to periodi- ceptable to other teachers. She was also con- cally ‘check-in’ with Reggie and other stu- cerned that Reggie’s non-traditional responses

12 would not be acceptable on state mandated with Reggie’s parents provided all stakehold- standardized tests. To address these concerns ers with invaluable insights about how they she incorporated a class-wide discussion that could work cooperatively and effectively to included her expectations, the range of ac- maintain academic and behavioral success. ceptable student responses, and provided mul- This case study provides an example tiple exemplars of student work every time for use with a student who is exhibiting ex- she assigned a new project or task. The ternalized behavior problems. It is important teacher also incorporated several teaching to note, however, that cultural behavior pat- methods from his former culture such as the terns can also manifest through internalizing integration of Socratic dialogue and occa- behaviors. The same framework would be sional teaching of lessons outdoors or in less applied to interpret the behaviors of a student formal settings. with internalized behavior problems. For example, a teacher would still want to think re- “It is important to note, how- flectively about that student’s group member- ever, that cultural behavior pat- ship, develop an authentic relationship with terns can also manifest through the student, communicate effectively, and internalizing behavior. The same present curriculum that is a cultural match. framework would be applied to Limitations interpret internalized The Double-Check framework was behaviors.” developed using evidence-based components from the literature addressing culturally re- Sensitivity to student’s cultural and sponsive teaching. Although a limitation of situational messages. The teacher learned that the current study is the lack of empirical data Reggie’s comments in class, which she previ- documenting its impact on disproportionality, ously found disruptive and even annoying, the framework is currently being pilot tested. were beneficial to him as well as to other Specifically, we are using the self-assessment members of the class. The teacher was able to to guide the provision of professional devel- embrace Reggie’s input as valuable because opment in multiple elementary schools im- she had enhanced her understanding of the plementing Positive Behavioral Interventions cultural influence of the behavior. As her cul- and Supports (PBIS). Preliminary findings tural awareness increased, the teacher tried to from the pilot study suggest the feasibility of provide time for such comments from the the Double-Check process, and the use of the whole class immediately following the task self-assessment for assessing teacher attitudes instructions, and just prior to task initiation. and awareness of the impact of culture on Although brief, this period provided all stu- student behavior. Additional research on the dents in the class an opportunity to share impact of the Double-Check process on dis- questions and ideas and promoted a positive proportionality in student discipline data and class climate. This teaching style was similar special education outcomes is currently un- to Reggie’s former school setting and pro- derway. moted a more collegial interaction among Reggie and his classmates. It also allowed the Conclusion teacher to comply with curriculum require- Problem behaviors among students are ments. Finally, continued communication often a function of a lack of correspondence

13 between the mainstream expectations for student behavior and the diverse cultural orienta- tions students bring to their school environ- ments. Unfortunately, some educators have difficultly recognizing and discussing cultural diversity, as well as exploring how these differences influence classroom interactions (Gay, 2002; Greenman & Kimmel, 1995; Vavrus, 2002). In some cases, teachers have only a superficial knowledge of their students’ cultural backgrounds and values. Con- sequently, there can be a high risk that the intent of certain behaviors are misinterpreted and misjudged. In other situations, teachers may simply be unaware of how to improve their culturally responsiveness. In this article we have presented Double-Check, a framework that allows school personnel to self-assess potential cultural responsive disconnects in the classroom. By using the Double Check Self Assessment, teachers individually or collectively can review the five research-based components and reflect on their own behavior in their classrooms. With this heightened awareness, teachers can reinforce these components to establish and build upon relationships with their students that are authentic, that attend to situational messages, and ultimately that establish more effective communication and that promote learning by linking elements of culture to teaching concepts. Based on the available literature awareness is the first step in making real changes towards the incorpo- ration of culturally responsive practices (Green, 2008; Skiba et al., 2008). Double- Check can create a forum for school personnel to assess and learn how to broaden their understanding of cultures and explore ways to incorporate differing cultures effectively in their classrooms.

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About the Authors:

Dr. Patricia A. Hershfeldt is a PBIS Plus Liaison for the Johns Hopkins Bloomberg School of Public Health and a Faculty Associate in the Department of Special Education at Johns Hopkins University in Baltimore, MD. Dr. Richard Sechrest is a PBIS Plus Liaison for the Johns Hopkins Bloomberg School of Public Health, in clinical private practice at Suburban Psychology in Columbia, MD, and an affiliate professor at Loyola University in MD. Dr. Karen L. Pell is a PBIS Plus Liaison for the Johns Hopkins Bloomberg School of Public Health and the Principal of VIA Consulting in Columbia, MD. Dr. Michael S. Rosenberg is the Associate Dean for Research and Professor in the Department of Special Education at Johns Hopkins University in Baltimore, MD. Dr. Catherine P. Bradshaw is Assistant Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health and the Associate Director of the Johns Hopkins Center for the Prevention of Youth Violence in Baltimore, MD. Dr. Phillip J. Leaf is a Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health and the Director of the Johns Hopkins Center for the Prevention of Youth Violence in