Background/Context: African American (AA) learners, like all other learners, bring into the classroom their cultural values, the way they express themselves, and how they problem-solve. Their life experiences, even at a young age, influence their social and emotional behavior. Unfortunately, all too many AA children experience life and family stressors that place them at-risk for developing emotional and behavioral disorders (EBD; Graves et al., 2017). There has been increasing agreement over the need to culturally adapt evidence-based social-emotional and behavioral interventions to meet the wide range of culturally and linguistically diverse learners (Fallon et al., 2015). Cultural and contextual relevance consists of students' and educators' unique variables, characteristics, and learning histories (Fallon et al., 2015). Classrooms are not culturally neutral territories; therefore, it is important to use knowledge of the learners' backgrounds to implement socially and culturally appropriate intervention procedures (Obiakor, 2008; Sugai et al., 2000). There is a particular concern regarding developing effective culturally affirming social-emotional and behavioral intervention approaches for AA male students because this student population is overrepresented in EBD. As an illustration, AA students made up 13.79% of the total school-aged population in the 2019-2020 school year but represented 22.98% of the emotional disturbance category (Office of Special Education Programs, 2021). Further, risk ratios show AA students are more likely to be identified with emotional disturbance than students in any other racial/ethnic group. This social-emotional and behavioral support is especially important for students with EBD, as they are more likely to experience exclusionary discipline practices (Novak et al., 2020). Research shows a greater risk of exclusionary discipline for AA male students with EBD than for other student groups (Achilles et al., 2007). AA students are more likely to drop out of school, be adjudicated, experience substance abuse, and face a higher chance of going to prison than being employed (Rudd, 2014). These negative outcomes have been a persistent concern for AA students, and especially AA male students for the past four decades impacting postschool outcomes (Losen & Gillespie, 2012; Zhang et al., 2014). Purpose & Research: Questions While practitioners and researchers have espoused the need to implement culturally adapted interventions to address the diverse needs of culturally and linguistically diverse learners, few studies have sought to examine the effectiveness of a culturally relevant intervention alone or as part of a culturally responsive social-emotional and behavioral support program. This study examined an intervention approach to promote resilience and well-being through developing social-emotional and behavioral competencies that result in observable changes in behavior. The project examined the effects of a culturally adapted social emotional learning (CASEL) curriculum, behavior monitoring/management (Check-in/Check-out; CICO), and self-monitoring intervention (I-Connect) on externalizing behavior of AA male learners. (Q1) Is there a functional relation between CA-SEL/CICO with and without I-Connect and a reduction in problem behaviors of primary-grade AA males? (Q2) Is there a differential effect between CA-SEL/CICO alone and CA-SEL/CICO + I-Connect on the reduction of problem behaviors in primary-grade AA males? (Q3) What do the results of the effect of an adapted SEL curriculum inform us on what is needed in developing a culturally responsive SEL curriculum for AA learners with or at risk for EBD? (Q4) What do the social validity responses of students and teacher inform us on what is needed in developing a culturally responsive SEL curriculum for AA learners with or at risk for EBD? Setting: This study took place during a summer school session at an urban public elementary school (grades K-5). The Title I school was in a low-income community and served approximately 735 students. The student body was 99.9% minority enrollment (68.5% AA, 30% Hispanic, 0.1% Asian, 0.1% White, and 1.3% two or more races). Participants: Twelve AA male students participated in the study ranging in age from 6 to 10 years old. All participants (a) qualified for free and reduced lunch process, (b) failed to meet reading benchmarks the previous year, (c) showed at risk status for EBD on a screener, and (d) were non-responsive to a previous SEL curriculum. Intervention: The intervention condition consisted of class-wide implementation of a culturally adapted version of the Strong Start SEL curriculum (Whitcomb & Parisi Damico, 2016) with alternating treatments of CICO intervention alone and CICO with I-Connect. I-Connect, a novel addition to CICO in the current study, is an electronic self-monitoring application (University of Kansas, 2019). Research Design: A single-case, multiple baseline across classes design examined the effects of the combined intervention on externalizing behaviors. An embedded alternating treatments design evaluated the relative benefit of intervention components. Data Collection/Analysis: Researchers collected data on externalizing behaviors (i.e., noncompliance, disruption, out of seat, negative verbal and physical interaction) in the general education class reading block using partial interval recording. Visual analysis was used to evaluate within condition data patterns including trend, level, and variability as well as between condition data analysis to determine immediacy of effect, similarity of data patterns of similar conditions, and changes in level and trend from baseline condition to intervention condition across each implementation. SEL competencies were measured by the SEARS-T pre/post test scores. Results: Results from the study show a consistent decrease in externalizing behaviors and increases in social, emotional competencies. The embedded alternating treatments single case design showed CICO plus an additional electronic self-monitoring tool (I-Connect) demonstrated stronger effects than CICO alone. Conclusions: Few studies have sought to examine the effectiveness of a culturally relevant intervention alone or as part of a culturally responsive social, emotional, and behavioral support program. It is important to conduct research on culturally relevant approaches to SEL and behavioral support, particularly for AA males. This population is disproportionately identified with or at risk for EBD. The present study shows that a culturally relevant SEL curriculum as part of an intervention program is effective in growing SEL competencies and decreasing externalizing behaviors when implemented with behavioral supports. More research is needed with culturally and linguistically diverse populations to support their social, emotional, and behavioral needs that will improve their lives inside and outside the classroom.