Schools implementing Positive Behavioral Interventions and Supports (PBIS) with fidelity demonstrate a wealth of student and school benefits. At the same time, there exists limited research from an inclusive innovation perspective: examining whether schools and communities have equitable access to PBIS based on sociodemographic school and community variables. This article presents the results of an ex post facto research design examining PBIS implementation and access across sociodemographic school and community variables from an inclusive innovation lens, examining data from schools (N = 489) in the state of Georgia. The significant interaction effects revealed that between both PBIS and non-PBIS schools, those located in suburban areas had significantly higher median household incomes compared with rural and urban schools. Additional findings included the following: PBIS rural schools had higher household incomes and lower percentages of free/reduced-price lunch than non-PBIS schools in rural communities; and PBIS schools included significantly higher proportions of students who identified as White compared with non-PBIS schools.

忠实地实施积极行为干预与支持（PBIS）的学校向学生和学校带来了很多好处。同时，从包容性创新的角度来看，研究还很有限：根据社会人口学学校和社区变量，检查学校和社区是否有平等机会使用PBIS。本文介绍了事后研究设计的结果，从包容性创新的角度研究了PBIS在整个社会人口学学校中的PBIS实施和访问以及社区变量的获取情况，并检查了学校的数据（N= 489）。显着的交互作用表明，在PBIS和非PBIS学校之间，位于郊区的学校与农村和城市学校相比，家庭收入中位数显着更高。其他发现包括：与农村地区的非PBIS学校相比，PBIS乡村学校的家庭收入更高，免费午餐/减价午餐的百分比更低；与非PBIS学校相比，PBIS学校包含被确定为白人的学生比例要高得多。