With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators’ use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models.

随着各种干预措施的出现减少了学校纪律差距，重要的是要探索哪些变量会影响教育工作者来实施这些方法。进行了有针对性的21位教育者样本的深度访谈，要求他们描述他们实施以权益为中心的积极行为干预与支持（PBIS）干预的经验。定性方法称为“增强型严重事件技术”，用于从报告的241个可观察事件中生成22个代表性类别。调查结果包括14个帮助类别，4个障碍类别和4个类别，这些类别描述了可以更轻松地实施干预措施的原因。与当前的研究，理论，