Scenario Response 6

When designing a Functional Behavioral Assessment (FBA) for a student in the early stages of language acquisition who is experiencing cultural shock, it is essential to take a culturally responsive approach. The goal is to ensure that all behavioral observations and intervention strategies are informed by the student’s background, values, and experiences in order to foster trust, safety, and meaningful engagement.

1. Build Trust Through Relationships and Environment
Before collecting behavioral data, I would prioritize building a strong, culturally affirming relationship with the student. I would work to create a welcoming environment by including visuals, books, and materials that reflect the student’s culture. Classroom routines would be consistent, visual, and predictable to reduce anxiety and confusion that may be contributing to the behavior.

2. Collect Culturally-Informed Data
I would gather input not only from teachers but also from family members and cultural liaisons to better understand the child’s norms, communication style, and prior schooling experiences. This allows me to separate what may be cultural differences (e.g., avoiding eye contact as a sign of respect) from behaviors that genuinely require intervention. Interviewing parents with a translator, if needed, would be critical to identifying culturally-appropriate motivators and reinforcers.

3. Use Multiple Tools for Observation
Since the student is non-verbal and possibly overwhelmed by traditional methods of assessment, I would rely heavily on direct observations, visual behavior charts, and structured checklists. Observations would focus on settings, antecedents, and consequences across environments and times of day to determine when the student feels safe or unsafe, regulated or dysregulated.

4. Hypothesize Behavior with Cultural Sensitivity
Instead of assuming defiance or disengagement, I would consider cultural shock, language delay, or fear of embarrassment as potential causes of non-communication. My working hypothesis might be: “The student remains non-verbal during group tasks to avoid misunderstanding or embarrassment due to unfamiliar language or social expectations.”

5. Develop a Supportive and Culturally-Aligned Intervention Plan

• Provide non-verbal options for communication (e.g., visuals, gesture boards, bilingual labels, or sentence starters).

• Model and reinforce peer collaboration with culturally inclusive partners who can serve as gentle mentors.

• Teach replacement behaviors such as raising a visual cue card instead of verbally asking for help.

• Incorporate cultural comfort items (a familiar book or object from home) to increase feelings of safety.

• Celebrate and share aspects of the student's culture in class activities to foster belonging and pride.

6. Monitor Progress with Flexibility and Family Involvement
I would review and adjust the plan regularly based on progress and feedback from the student’s family. Ongoing collaboration ensures the plan remains respectful and effective.

Cultural awareness is vital because students interpret school norms through the lens of their prior experiences and cultural frameworks. Misinterpreting behaviors that stem from cultural or linguistic differences can lead to inappropriate labeling, isolation, or punitive measures. By recognizing and honoring the student’s background, we foster equity, respect, and a stronger foundation for social-emotional and academic growth.