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Examining the effects of the personal matrix activity with diverse students
Author(s) -
Muldrew Alexandria C.,
Miller Faith G.
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22461
Subject(s) - psychology , psychological intervention , class (philosophy) , cultural diversity , bridge (graph theory) , social psychology , applied psychology , clinical psychology , medicine , artificial intelligence , psychiatry , sociology , computer science , anthropology
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.