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Bullying is a persistent problem in schools today, with developmental and socioemotional consequences. Multi-tiered interventions, such as School-wide Positive Behavioral Interventions and Supports (SW-PBIS), have been developed to decrease bullying by improving school climate. However, effects of SW-PBIS are stronger in elementary school than middle and high school, and effects are weaker for marginalized student groups. Aligning SW-PBIS with adolescent developmental needs and promoting systems change through youth participatory action research (YPAR) may improve the developmental fit of SW-PBIS for middle and high school students and strengthen its equity impact. In YPAR, youth conduct research on areas that are important to them and take data-driven action to improve their lives. In this paper, we utilize a qualitative instrumental multiple case study approach to identify similarities between YPAR and SW-PBIS and the value added of YPAR to SW-PBIS implementation. The two cases are from school districts chosen for their unique implementation of YPAR with SW-PBIS in middle and high schools. We used a general inductive approach to analyze field notes, documents, and interviews with school and district staff. We found that YPAR enhanced SW-PBIS implementation at the middle and high school level through alignment with adolescent developmental needs. Youth participatory action research also promoted equity through youth-led or youth–adult partnered assessment and data-driven decision-making, providing YPAR with the opportunity to improve the challenges SW-PBIS faces in decreasing disproportionality in academic outcomes for marginalized students. We provided examples to integrate YPAR with SW-PBIS at Tiers One through three.

IntroductionThis study aimed to provide preliminary evidence on the psychometric properties of a measure of prospective memory in Spanish speakers, the Memory for Intentions Test (MIST) Spanish translation.MethodsIn addition, this study investigated whether acculturation influenced performance on the MIST. Finally, we measured other cognitive factors that might be impacting the relationship between culture and prospective memory performance. These factors were working memory, autobiographical memory, and episodic future thought.ResultsOverall, the psychometric properties of the Spanish MIST appear to be similar to the English language MIST, but our sample size was too small to allow for the creation of a normative database. The MIST recognition item was significantly related to years of education and years of speaking either Spanish or English.DiscussionThis suggests a need to investigate ways to improve the test to eliminate these effects. In addition, acculturation was related to the measure of episodic future thought.