No abstract

No abstract

No abstract

The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner’s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent males and the relationship between cultural relevance and high rates of discipline and academic disproportionality. Culturally relevant social skills instruction is discussed as a proactive, innovative, and practical method of teaching social skills to black male adolescents. Applied examples incorporating culturally relevant music, media, and books into social skills instruction are provided.

This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills intervention on following adult directions. Results revealed increases in students following adult directions in the treatment phases; however, generalization results were modest for four students. These results support the use of a social skill package consisting of computer-based instruction and culturally responsive materials for urban adolescents with EBD. The specific components of this intervention are discussed along with implications for future research and study limitations.