Intervention studies to reduce challenging behavior in young children below the age of 6 were reviewed for participant characteristics, including gender, race/ethnicity, disability, socioeconomic status, and language to evaluate the frequency of reporting and diversity of participant characteristics in this area of research. Interventions conducted in school, preschool, and home-based settings were included; 53 articles were reviewed. In these articles utilizing single case research or group designs ( n = 2,262 participants), most articles reported gender and disability. Slightly fewer than half of the studies reported participants’ race/ethnicity. Socioeconomic status and language were infrequently reported. Analyses of participant characteristics in studies that reported children’s gender and race/ethnicity found that boys and Black and Latino children were overrepresented. Implications are discussed, including the field’s use of research standards regarding the reporting of participant characteristics, suggestions for inclusive recruitment and retention strategies, and the importance of identifying culturally responsive interventions for challenging behavior.

An experimental analysis of a workshop plus practice-based coaching (PBC) was conducted to enhance four early childhood educators' use of culturally responsive practices.A multiple baselinedesign across participants was used to examine the effects of a workshop and PBC on four early childhood teachers' use of culturally responsive practices, such as learning about children's home cultures and ensuring books reflect cultural diversity. A functional relation was established between the intervention and targeted culturally responsive practices for three of the four teachers. Descriptive findings suggested that particular culturally responsive practices were implemented at higher rates than others. School personnel viewed the goals, process, and outcomes of the workshop and PBC positively. Implications for practice and research are discussed, including the complex nature of providing coaching on the topic of culturally responsive practices in early childhood classrooms.

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