Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students’ social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further research is needed to clarify the functions of the district PBIS coordinator role throughout the implementation process. This pilot study developed and validated a survey instrument to clarify (a) the common functions of the district PBIS coordinator role and (b) how the common functions of district PBIS coordinators changed across the distinct implementation stages. The Kruskal-Wallis H-test was used to determine whether significant differences existed in the amount of time district PBIS coordinators spent on functions of their role by implementation stage. Results from the pilot administration conducted in Michigan indicated that district PBIS coordinators initially focused time on leadership and organization functions while competency functions developed as implementation matured. The survey findings offer preliminary insights into the district PBIS coordinator role, which may help inform professional development planning at the local and state levels, technical assistance offerings, and personnel decision-making. This study also serves as a blueprint for future research.

中文翻译：

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地区 PBIS 协调员在整个实施阶段的角色变化

各种地区级因素有助于在学校成功实施积极行为干预和支持 (PBIS)，这是一个广泛实施的支持学生社交、情感和行为发展的循证框架。先前的研究已将学区 PBIS 协调员确定为支持学校级 PBIS 实施的关键因素。然而，需要进一步研究来明确地区 PBIS 协调员在整个实施过程中的职能。这项试点研究开发并验证了一项调查工具，以澄清 (a) 地区 PBIS 协调员角色的共同职能，以及 (b) 地区 PBIS 协调员的共同职能在不同实施阶段如何变化。Kruskal-Wallis H 检验用于确定地区 PBIS 协调员在实施阶段花在其角色职能上的时间是否存在显着差异。在密歇根州进行的试点管理结果表明，地区 PBIS 协调员最初将时间集中在领导和组织职能上，而能力职能则随着实施的成熟而发展。调查结果提供了对地区 PBIS 协调员角色的初步了解，这可能有助于为地方和州层面的专业发展规划、技术援助服务和人事决策提供信息。这项研究也可以作为未来研究的蓝图。