Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists examining Tier 2 and 3 behavior support systems. The purpose of this 5-year prospective study was to identify practice, school, and district variables facilitating sustained implementation of Tiers 2 and 3 behavior support systems in schools. The sample included 646 schools implementing positive behavioral interventions and supports (PBIS) across 23 U.S. states. Using structural equation modeling, we found several key variables to be predictive of sustained implementation (sustained implementation and implementation quality) of Tier 2 (Tiers 1 and 2 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor) and Tier 3 behavior support systems (Tier 1 and Tier 3 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor). Implications for how district and school leadership teams can improve sustained implementation of Tiers 2 and 3 behavior support systems are discussed.

中文翻译：

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预测持续实施第 2 层和第 3 层积极行为干预和支持的因素


持续实施有效的行为支持系统和实践对于改善残疾和非残疾学生的学业和行为成果至关重要。尽管实施研究已经确定了促进在学校持续实施 1 级行为支持系统的变量，但很少有研究检查 2 级和 3 级行为支持系统。这项为期 5 年的前瞻性研究的目的是确定促进在学校持续实施第 2 层和第 3 层行为支持系统的实践、学校和学区变量。样本包括美国 646 个州实施积极行为干预和支持 （PBIS） 的 23 所学校。使用结构方程模型，我们发现几个关键变量可以预测第 2 层（第 1 年第 1 层和第 2 层保真度以及一般的第 2 层和第 3 层可持续性因素）和第 3 层行为支持系统（第 1 年的第 1 层和第 3 层保真度以及一般的第 2 层和第 3 层可持续性因素）的持续实施（持续实施和实施质量）。讨论了学区和学校领导团队如何改进第 2 层和第 3 层行为支持系统的持续实施的影响。