Using Technology to Coach Culturally and Linguistically Diverse Families in the Behavior Intervention Plan Process: Embedding Funds of Knowledge

The COVID-19 pandemic made the use of technology across K-12 schools mandatory and ubiquitous. This sudden shift in teaching and learning highlighted educational disparities and created service disruptions for culturally and linguistically diverse (CLD) students with disabilities. One disruption, in...

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Bibliographic Details
Published inJournal of special education technology Vol. 38; no. 1; pp. 6 - 14
Main Authors Matute-Chavarria, Monique, Cuba, Melissa J., Lavin, Carlos E., Katz, Sarah, Brown, Monica R., Aborishade, Ayodele P.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2023
SAGE PUBLICATIONS, INC
Subjects
Access to Education
Behavior Change
Behavior modification
Behavior Problems
Coaching (Performance)
Computer Mediated Communication
COVID-19
Cultural Background
Cultural Differences
Distance Education
Educational Change
Elementary Secondary Education
Emotional Disturbances
Family Environment
Intervention
Kindergarten
Pandemics
Parent Child Relationship
Parent Teacher Cooperation
Social Differences
Student Behavior
Students with Disabilities
Teacher Attitudes
Teaching Methods
funds of knowledge
behavior intervention plan
family coaching
culturally and linguistically diverse families
technology
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Summary:The COVID-19 pandemic made the use of technology across K-12 schools mandatory and ubiquitous. This sudden shift in teaching and learning highlighted educational disparities and created service disruptions for culturally and linguistically diverse (CLD) students with disabilities. One disruption, in particular, is the provision of behavioral interventions for CLD students with emotional and behavioral needs while learning at home. Unfortunately, families are often not equipped with the skills and knowledge to implement these interventions, and CLD families need coaching that is responsive to their cultural and linguistic needs. Therefore, in this article, we describe a process that includes (a) funds of knowledge as a framework to challenge teacher perceptions of CLD families by highlighting their cultural and cognitive resources, (b) family coaching using funds of knowledge framework and online tools, (c) key components prior to behavior intervention plan (BIP) development, and (d) a step-by-step description of how the BIP can be developed and implemented at home with CLD families using this coaching model.
ISSN:0162-6434
2381-3121
DOI:10.1177/01626434221139213