Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports.

中文翻译：

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二级全校积极行为干预实验考试中社会效度评估的系统回顾

积极行为干预和支持 (PBIS) 是一个三层框架，可改善学生的行为结果。在扩展第 1 层 PBIS 方面投入了大量资金，但很少关注扩展第 2 层支持。更深入地了解教师、“学生”和家庭对第二级干预措施的社会有效性的看法可能会进一步促进这种资源密集型多层模型的扩大。本系统文献综述的主要目的是评估 48 项实验研究中二级干预措施的社会有效性，其中 65% 系统地评估了社会有效性。几乎所有报告社会有效性数据的研究都调查了学生参与者和教师（94%）。结果表明，教师和学生主要报告了对二级干预措施的积极看法，尽管一些教师对结果的有效性表示担忧。调查结果提供了有助于促进二级支持的扩大和更广泛传播的见解。