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This study addresses the gap using two follow-up investigations. Multilevel modeling showed that higher scores on the Double Check Self-Refection Tool predicted greater academic engagement and fewer disruptive behaviors for 454 observed students. The second study found higher scores associated with lower social and emotional risk ratings on SAEBRS for 622 students, with heightened perceived risk tied to Black identity and disability status, suggesting targets for teacher professional development and further research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/do-teachers-perceptions-of-high-cultural-responsiveness-predict-better-behavioral-outcomes-for-students/595161/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/do-teachers-perceptions-of-high-cultural-responsiveness-predict-better-behavioral-outcomes-for-students/595161.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the relationship examined between teacher perceptions and student outcomes?","Question",{"text":112,"@type":113},"The article tests whether teachers’ perceptions of high cultural responsiveness predict students’ behavioral outcomes, including engagement and disruptive behavior, as well as risk ratings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did Study 1 measure the link between cultural responsiveness and classroom behavior?",{"text":117,"@type":113},"Study 1 used ratings from 20 U.S. teachers on the Double Check Self-Refection Tool and compared them with observed classroom behavior for 454 students using multilevel modeling.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings of Study 2 show about students’ risk ratings?",{"text":121,"@type":113},"Study 2 found that higher Double Check scores corresponded to lower social and emotional risk ratings on SAEBRS for 622 students, while Black student status and disability predicted higher perceived risk.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595161,1792639368,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Do Teachers’ Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students?  \nLindsay M. Fallon, PhD, BCBA-D 1, Margarida B. Veiga, LICSW 1, Annisha Susilo, MEd 1, and Stephen P. Kilgus, PhD2  \nBehavioral Disorders 2023, Vol. 48(2) 97–105  \n© Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429211067217](DOI: 10.1177/01987429211067217)[ ](DOI: 10.1177/01987429211067217)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nAbstract  \nTeachers’ perceptions of high cultural responsiveness in the classroom may be related to positive behavioral outcomes (e.g., higher academic engagement, lower social risk), but little research has explored this possibility. This article addresses this research gap by building upon findings from a preliminary paper in which these relationships were evidenced. Specifically, we present two interrelated follow-up studies. Study 1 examined the relationship between ratings of 20 U.S. teachers on a measure of cultural responsiveness, the Double Check Self-Refection Tool, and students’ observed classroom behavior. Results from multilevel modeling indicated that higher Double Check scores significantly predicted higher academic engagement and lower disruptive behavior for 454 students observed. Study 2 investigated the relationship between ratings of 30 U.S. teachers on the Double Check Self-Refection Tool and ratings of 622 students’ risk on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Results indicated higher Double Check scores were associated with lower ratings of students’ social and emotional risk. Findings also indicated identification as a Black student and a student with a disability predicted teachers’ perceptions of higher risk, consistent with previous research. As results remain preliminary, implications include recommendations for additional research and high-quality professional development to promote teachers’ cultural responsiveness.  \nKeywords  \ncultural responsiveness, behavior, observation, universal screening, teacher training  \nThere has been extensive research surrounding disproportionate rates of racially and ethnically minoritized (REM) students, specifically Black youth, being identified for special education services under the emotional disturbance category of the Individuals with Disabilities Education Improvement Act of 2004 (e.g., Bal et al., 2019) . Researchers have reported that teams often place Black students in overly restrictive educational settings with low expectations for learning (Connor, 2017; Ford, 2012; Skiba et al., 2006) which students report as being harmful and stigmatizing (e.g., Banks, 2017). Placement in overly restrictive special education settings is particularly problematic as determination decisions for emotional disturbance can be subjective, lack reliability, and not take into consideration how students’ behavior is shaped by educator  \npractices and the school environment (see Sullivan, 2017) .  \nData traditionally used to support referral to special education for behavioral concerns may reflect interpersonal and systemic racism (e.g., office discipline referrals [ODRs]; Anyon et al., 2018) . For instance, as a result of their analysis of nearly halfa million ODRs from more than 1,600 schools nationwide, Smolkowski and colleagues found that in comparison with their White peers, Black  \nstudents were more likely to be referred for discipline (a) for subjectively defined behavior, (b) by their classroom teachers (versus by staff in other parts of the building), and (c) within the first 90 min of the school day. As a result, researchers have encouraged less biased, more proactive data collection efforts (such as universal screening) to be incorporated in a multitiered system of support (MTSS) framework (Raines et al., 2012) . However, results from recen","cbCaimCbZLE1Rwyi","https://ap.wps.com/l/cbCaimCbZLE1Rwyi","pdf",357036,"English","# Abstract\n## Study 1: Double Check and observed classroom behavior\n## Study 2: Double Check and SAEBRS risk ratings\n## Implications and need for further research","[{\"question\":\"What is the relationship examined between teacher perceptions and student outcomes?\",\"answer\":\"The article tests whether teachers’ perceptions of high cultural responsiveness predict students’ behavioral outcomes, including engagement and disruptive behavior, as well as risk ratings.\"},{\"question\":\"How did Study 1 measure the link between cultural responsiveness and classroom behavior?\",\"answer\":\"Study 1 used ratings from 20 U.S. teachers on the Double Check Self-Refection Tool and compared them with observed classroom behavior for 454 students using multilevel modeling.\"},{\"question\":\"What did the findings of Study 2 show about students’ risk ratings?\",\"answer\":\"Study 2 found that higher Double Check scores corresponded to lower social and emotional risk ratings on SAEBRS for 622 students, while Black student status and disability predicted higher perceived risk.\"}]","Do Teachers’ Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students? | PDF",1792080550,23]