Running head: LITERATURE REVIEW 1

Literature Review: Standard 2 – “Creating Culturally Responsive and Evidence-Based Lessons

for Diverse Learners with Disabilities”

Samantha A. Yazzie

National University
LITERATURE REVIEW 2

Abstract

In the following paper, a review of the article “Creating Culturally Responsive and Evidence-

Based Lessons for Diverse Learners with Disabilities” will be completed. The article analyzes

discusses the need for culturally responsive and evidence-based practices in the classroom. This

is especially needed when dealing with diverse student population. The article goes on to explain

four evidence-based practices.

LITERATURE REVIEW 3

Literature Review: Standard 2

According to Green & Stormont (2018), “educators needs to address the multiple and

often complex needs of students with disabilities by first ensuring that all their practices have a

foundation in culturally sensitive and evidence-based universal practices for general instructional

and social behavioral needs (p. 138). Teachers are not receiving the proper training before they

are placed into the classrooms. This in tandem with diverse school settings requires effective

classroom management, instruction that is both culturally responsive and evidence based.

Teachers needs strong, well written and detailed lesson plans as those who teach from

their plans appear to be more effective than those that do not. Teachers who follow plans are

more likely to have academic achievement and less behavior issues. Scheuermann & Hall (2008)

report, “academic achievement is enhanced, and problem behavior reduced when teachers

prepare scripted and explicit lesson inclusive of (a) how they will explain to the content, (b)

which questions will be asked, including the expected correct responses from students (as cited

in Green & Stormont, 2018, p. 139). Teachers should reflect on their plans and work to

continuously improve.

Culturally responsive pedagogy (CRP) requires that students must show academic gains,

maintain or develop cultural competence (Ladson-Billings, 1995 as cited in Green & Stormont,

2018, p. 139). As stated by Brown-Jeffy & Cooper (2011), “CRP addresses the mismatch

between teaching styles in the classroom and the home and community cultures of students (as

cited in Green & Stormont, 2018, 140). Both implicit and explicit instruction are key in the

lessons. Teachers should use guiding questions to allow for reflection and improve students’

thinking strategies and build on them. Scaffolding increases student ability to succeed when they

are completing their work.

LITERATURE REVIEW 4

The article focuses on four evidence-based practices: pre-correction, opportunity to

respond, direct instruction and behavior-specific praise. Pre-correction (PC) is used to prevent

negative behaviors and increase positive behaviors. According to Stormont & Reinke (2009), “by

using PC, teachers will spend less time redirecting students and more time creating positive

climates and opportunities to use praise to reinforce appropriate behaviors” (as cited in Green &

Stormont, 2018, p. 142). Opportunity to respond is any teacher given task where the students

must respond or a teacher request. It can lead to increased student engagement and less issues in

the classroom. Direct instruction provides clear and complete instructions to students. Behavior

specific praise identifies and praises a specific behavior that is being demonstrated by a student.

Myers, Simonsen, Sugai (2011) stated, “a common guideline for the rate of feedback should be a

minimum of four behavior-specific praise statement to one corrective or negative feedback

statement (as cited in Green & Stormont, 2018, p. 143).

LITERATURE REVIEW 5

References

Green, A. L., & Stormont, M. (2018). Creating Culturally Responsive and Evidence-Based

Lessons for Diverse Learners With Disabilities. Intervention in School and Clinic, 53(3),

138–145. https://doi.org/10.1177/1053451217702114