Culturally Responsive Wraparound Supports: Collaborating with Families to Promote Students’ Behavior Regulation Across Settings

Abstract

As public schools in the U.S. are becoming increasingly culturally and linguistically diverse (CLD), there has been an effort to generate empirical support for culturally responsive practices in schools to promote a variety of positive outcomes for children (e.g., behavioral health, mental health, academic achievement). School psychologists can assist with the delivery of culturally responsive practices based on their specialized training and expertise. For students with intensive needs, particularly for mental and behavioral health concerns, a wraparound service delivery model may be appropriate. Although resource-intensive, wraparound supports emphasize collaborative relationships between stakeholders. It aligns well with the provision of positive behavioral interventions and supports (PBIS), a comprehensive, coordinated framework to promote behavior regulation and increase displays of positive, prosocial behavior. The purpose of this paper is to provide a description of culturally responsive wraparound supports and present data from a preliminary case study. Specifically, the process of developing and implementing a family behavior support plan with a family in the northeast who recently emigrated from Puerto Rico is described. Implications for practice and research are discussed.