Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (AE) settings. The purpose of this review is to synthesize these evaluations. We systematically searched two electronic databases to find potential studies of Tier 1 PBIS in AE settings. We screened 47 full texts, 19 of which met all inclusion criteria. Most studies (16 of 19, 84%) evaluated student behavioral outcomes, while seven studies (37%) evaluated academic outcomes alone or in addition to behavioral measures. Overall, restraints and seclusions generally decreased following Tier 1 implementation, but behavioral incident changes were variable and academic outcomes only improved for students enrolled continuously throughout the studies. The findings of this review support the need for continued evaluations of Tier 1 in AE settings using more rigorous methodologies and metrics that account for rolling admissions. The observed reductions in restraints and seclusions are promising for students and practitioners given the poor outcomes associated with these consequences.

积极的行为干预与支持（PBIS）是一个多层次的系统，用于支持全球许多学校所采用的行为。研究人员已开始为处于替代教育（AE）环境中的学生改编和评估PBIS的方法1。这次审查的目的是综合这些评估。我们系统地搜索了两个电子数据库，以查找在AE环境中进行1级PBIS的潜在研究。我们筛选了47篇全文，其中19篇符合所有纳入标准。大多数研究（19个研究中的16个，占84％）评估了学生的行为成果，而七项研究（37％）则单独或除了评估行为评估了学业成果。总体而言，第1层实施后，限制和隔离通常会减少，但是行为事件的变化是可变的，并且只有在整个研究过程中连续入学的学生才能提高学业成绩。此次审查的结果支持需要使用更严格的方法和指标（在考虑入学率方面）对AE环境中的方法1进行持续评估。考虑到与这些后果相关的不良结果，观察到的约束和隔离的减少对于学生和从业者是有希望的。