Although the number of schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.

尽管实施多层次行为支持系统 (MTSS-B) 的学校数量持续增长，但大多数学校仍未采用这些循证框架。我们研究了教育者的观点（N= 561) 在他们的学校或地区开始采用 MTSS-B 时。我们的调查解决了 (a) 学校和学区决定采用 MTSS-B 的原因，(b) 他们在实施方面预期的挑战，以及 (c) MTSS-B 的预期结果。我们还比较了三组利益相关者的观点：当地学校团队成员、建筑管理员和地区代表。尽管大多数参与者报告了采用 MTSS-B 的多种动机，但对学生行为的担忧以及该领域对员工支持的需求是主要原因之一。预期的挑战因群体而异，地区代表最强烈地肯定了这些挑战。回应还表明，这些利益相关者对 MTSS-B 对其学校或学区的影响抱有很高的期望。