ABSTRACT

The current study provides foundational research on the extent to which Florida Title 1 middle schools (schools including grades 7 and/or 8) have policies and practices that align with core components of positive behavioral interventions and supports (PBIS). Principals from 197 (42.73%) of all FL Title 1 schools that included at least grades seven and/or eight responded to a survey that focused on the existence and characteristics of: (1) a continuum of evidence-based interventions; (2) leadership team implementation and coordination; (3) content expertise and fluency; (4) process integrity; (5) continuous progress monitoring; and (6) crisis intervention. Results based on an analytic sample of 36.69% of schools indicate that, while schools predominantly identify using a PBIS framework to guide behavioral policies and practices, important features are lacking that would indicate a comprehensive, coordinated implementation approach. The use of multi-tiered programs and supports, planning for continuous improvement and training, and assessment of fidelity and ecological validity of selected practices in high-poverty schools are issues requiring a greater understanding and implementation support. Additional results, as well as recommendations for research and practice are provided.

摘要

当前的研究提供了有关佛罗里达州第一级中学（包括7年级和/或8年级的学校）在何种程度上具有与积极行为干预和支持（PBIS）的核心组成部分相一致的政策和实践的基础研究。来自至少包括七年级和/或八年级的所有FL第一类学校中的197名（占42.73％）的校长对一项调查进行了回应，调查的重点是：（1）循证干预的连续性；（2）领导班子的实施与协调；（3）内容专长和流利程度；（4）过程的完整性；（5）持续的进度监控；（六）危机干预。根据36.69％的学校的分析样本得出的结果表明，尽管学校主要使用PBIS框架来指导行为政策和实践，缺少重要的功能，无法指示一种全面，协调的实施方法。使用多层次的计划和支持，计划进行持续改进和培训以及评估高贫困学校中特定实践的保真度和生态有效性是需要更多理解和实施支持的问题。提供了其他结果以及研究和实践建议。