Following a review of the literature to identify core principles of schoolwide positive behavior interventions and supports (SWPBIS), this study employed coding methods to examine teacher concerns as expressed in their responses to an open-ended probe in five middle schools. Teachers in all schools expressed concerns for their colleagues’ support for implementation, Tier 2 and 3 supports, use of reinforcement and consequences, and student investment. Fewer teachers expressed concerns for prevention, structuring the environment to support positive behavior, using data to make decisions, teaching expectations, and the need to understand the function of behavior. Within and across schools, teachers expressed diverse views as they affirmed their support, expressed concerns for their colleagues’ non-support, and, in fewer cases, expressed misunderstandings or beliefs in opposition to the principles of SWPBIS. Overall, tensions seemed to stem not from opposition or resistance to SWPBIS but from poor application of the SWPBIS principles in their building—by the team, the administrators, and/or colleagues. Limitations, recommendations for practice, and future research are discussed.

中文翻译：

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中学教师实施SWPBIS原则的担忧

在对文献进行了鉴定以确定全校积极行为干预和支持（SWPBIS）的核心原则之后，本研究采用了编码方法来检查教师对五所中学的开放式调查的反应中表达的关注。所有学校的老师都对同事们对实施的支持，方法2和方法3的支持，强化和后果的使用以及学生的投资表示关注。更少的教师表达了对预防的关注，他们构建了支持积极行为的环境，使用数据做出决策，教学期望以及理解行为功能的需求。在学校内部和各个学校之间，教师在肯定自己的支持时表达了不同的观点，对同事的不支持表示关注，在更少的情况下，表示反对SWPBIS原则的误解或信念。总体而言，紧张关系似乎并非源于对SWPBIS的反对或抵制，而是源于团队，管理人员和/或同事在其建筑中SWPBIS原则应用不善。讨论了局限性，实践建议和未来研究。