Cultural responsiveness, or building on the strengths of the learning histories and social contingencies of students, is an important feature of instruction to engage students and ensure they feel represented in their classrooms. This systematic literature review examined which single-case designs have been used to study culturally responsive behavior interventions, the settings in which they have been tested, and the elements of cultural responsiveness present among them. This review included 12 studies that used experimental single-case design, demonstrated consideration of student culture in their design, and examined the effect of the intervention on student behavior. Studies were coded for their inclusion of culturally responsive elements in design or implementation, the size of student intervention groups, and the conditions used as a comparison to determine effectiveness of culturally responsive intervention. The most common culturally responsive elements were those that used knowledge of student identities and student input in intervention design; however, input from families or the community were infrequently used. Interventions were delivered across a spectrum of group sizes, including in whole classrooms, small groups, and with individual students. Only two studies directly compared non-adapted intervention with culturally responsive intervention within a multi-treatment design. This review has implications for how practitioners may evaluate behavior interventions for use in their classrooms and for the design of future studies to evaluate potential additive and equity-enhancing effects of culturally responsive behavior interventions.

文化反应，或建立在学生学习历史和社会偶然事件的优势之上，是吸引学生并确保他们在课堂上有代表感的教学的一个重要特征。这篇系统的文献综述检查了哪些单案例设计已用于研究文化响应行为干预、测试它们的环境以及其中存在的文化响应元素。本综述包括 12 项研究，这些研究使用实验性单案例设计，证明在设计中考虑了学生文化，并检验了干预对学生行为的影响。对研究进行编码是因为它们在设计或实施中包含了文化响应元素、学生干预小组的规模、以及用作比较的条件以确定文化响应干预的有效性。最常见的文化响应元素是那些在干预设计中使用学生身份知识和学生输入的元素；然而，很少使用来自家庭或社区的意见。干预措施涉及各种规模的小组，包括整个教室、小组和个别学生。只有两项研究直接比较了多治疗设计中的非适应性干预与文化响应干预。这篇综述对从业者如何评估在课堂上使用的行为干预以及未来研究的设计具有影响，以评估文化响应行为干预的潜在附加和公平增强效果。