Tier 1 implementation of Positive Behavioral Interventions and Supports (PBIS) focuses on developing, teaching, and reinforcing school‐wide behavioral expectations. Yet, it is unclear whether expectations align with the cultural experiences of students from diverse backgrounds. The Personal Matrix Activity (PMA) provides students with an opportunity to describe behavioral expectations across settings and is intended to help bridge cultural gaps that may exist between school and other contexts. The purpose of this study was to examine the acceptability, feasibility, and preliminary efficacy of the PMA with culturally and linguistically diverse (CLD) students in a school already implementing PBIS. Participating classrooms (N = 4) consisted of students (N = 74) who all identified as nonwhite and the majority of whom (81%) were non‐native English speakers. A multiple baseline design across classrooms was implemented with Direct Behavior Rating – Single Item Scales targeting class‐wide respectful and disruptive behavior as primary outcomes. Both visual and quantitative analyses illustrated the class‐wide behaviors of CLD students improved after implementation of the PMA. The PMA appeared feasible to implement and preliminary evidence of effects indicate promise. Future research evaluating the PMA and other culturally responsive PBIS practices is warranted.

中文翻译：

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与不同的学生一起检查个人矩阵活动的影响

积极行为干预和支持（PBIS）的第1层实施重点在于开发，教学和加强学校范围内的行为期望。然而，尚不清楚期望是否与来自不同背景的学生的文化经验相吻合。个人矩阵活动（PMA）为学生提供了描述各种环境下的行为期望的机会，旨在帮助弥合学校与其他环境之间可能存在的文化鸿沟。这项研究的目的是在已经实施PBIS的学校中，对具有文化和语言多样性（CLD）的学生检查PMA的可接受性，可行性和初步功效。参与教室（N  = 4）由学生（N = 74）都被认定为非白人，其中大多数（81％）是非英语母语者。在跨教室的多个基线设计中，采用了“直接行为评分–单项量表”，将全班级的尊重和破坏性行为作为主要结果。视觉和定量分析均表明，实施PMA后，CLD学生在全班级的行为得到改善。PMA似乎可行实施，效果的初步证据表明前景良好。因此，有必要对PMA和其他具有文化响应性的PBIS做法进行评估，以进行进一步的研究。