This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers and facilitators to MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation which were maintained a year later at follow-up. Additionally, several differential barriers and facilitators to implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.

中文翻译：

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检查 PBIS 经验对中学 MTSS 实施的影响：一项混合方法研究


这项具有互补性原理的连续解释性混合方法研究检查了美国中西部三所实施积极行为干预和支持 （PBIS） 和三所未实施中学实施 MTSS 的不同经验。通过对 25 名中学领导团队 （SLT） 成员的样本进行调查和后续访谈，本研究试图了解 （1） 他们在实施前对 MTSS 的信念和态度，以及 （2） 在初始 MTSS 实施后在中学教育中实施 MTSS 的独特障碍和促进因素。总体而言，本研究的结果表明，一般来说，SLT 成员在实施前对 MTSS 有积极的信念和态度，并在一年后的随访中保持这种信念和态度。此外，PBIS 和非 PBIS 学校之间出现了一些不同的实施障碍和促进因素，尽管共同的障碍和促进因素也很明显。最后，PBIS 的经验对 PBIS 和非 PBIS 学校的 SLT 成员的体验产生了不同的影响。讨论了对中学从业者、学校和当地教育机构的影响。