To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national study focused on PBIS and discipline outcomes for students with disabilities. In this exploratory study, we combine existing national data sets to explore the relationship between (a) known PBIS exposure (i.e., being in the PBIS data set) and fidelity (i.e., meeting the criterion on an established fidelity measure of Tier 1 PBIS) and (b) exclusionary discipline for students with disabilities. Using two-part path analysis, we document that PBIS may be associated with decreased use of suspension; however, findings are less consistent for other discipline outcomes. This study highlights the critical need for more accurate data on discipline outcomes and further research on effective intervention.

为了支持所有学生，包括残疾学生，许多学校采用了积极的行为干预和支持 (PBIS) 框架。尽管严谨的研究记录了 1 级 PBIS 对所有学生的有益影响，并且新兴的研究将这些发现扩展到了残疾学生，但还没有一项针对残疾学生的 PBIS 和学科成果的全国性研究。在这项探索性研究中，我们结合现有的国家数据集来探索 (a) 已知 PBIS 暴露（即，位于 PBIS 数据集中）和保真度（即，满足第 1 层 PBIS 的既定保真度测量标准）之间的关系(b) 对残疾学生的排他性纪律。使用两部分路径分析，我们记录了 PBIS 可能与减少使用暂停有关；然而，研究结果与其他学科结果的一致性较差。这项研究强调了对更准确的学科成果数据和对有效干预的进一步研究的迫切需要。