An emerging body of research shows Tier 1 Positive Behavioral Interventions and Supports (PBIS) can be successfully implemented in high schools to improve school climate and graduation rates and reduce problem behaviors. However, high schools are often hesitant to adopt PBIS because of contextual barriers such as school size, organizational culture, and student developmental level. Resistance to high school implementation is also related to teachers perceiving PBIS as less socially valid for high school students. Although previous systematic reviews of Tier 1 have examined implementation and effects, none have exclusively focused on the unique contextual needs related to high school implementation. In this review, we synthesized 16 published research studies conducted at the high school level, described how authors addressed the unique challenges of implementing PBIS in high schools, reported findings related to academic and behavioral outcomes, and made recommendations for future research and practice based on our findings.

新兴的研究表明，可以在高中成功实施一级积极行为干预和支持（PBIS），以改善学校氛围和毕业率并减少问题行为。但是，由于学校规模，组织文化和学生发展水平等上下文障碍，高中通常不愿采用PBIS。对高中生实施的抵制也与教师认为PBIS对于高中生的社会有效性较弱有关。尽管先前对方法1的系统评价已经研究了实施和效果，但没有一个专门针对与高中实施相关的独特上下文需求。在这篇评论中，我们综合了在高中阶段进行的16项公开研究研究，