This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by the state; (b) project-provided coaching and technical assistance supports; and (c) integration and training in evidence-based behavioral or social-emotional programs at Tiers 2 and/or 3. We reported effects of MTSS-B on implementation of positive behavior supports across all three tiers using the Schoolwide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET), as well as on external observations of teachers’ use of classroom management strategies. Results indicated significant effects on multiple SET subscales and significant reductions in teachers’ use of reactive behavior management.

中文翻译：

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MTSS-B 在高中的随机对照试验：改善课堂管理以预防 EBD

本研究展示了 58 名高中组随机对照试验的结果，该试验测试了多层次行为支持系统 (MTSS-B) 框架中培训的有效性，该框架被用来降低学生患情绪和行为障碍的风险。该试验测试了 MTSS-B 的影响，其中包括 (a) 在更广泛的 MTSS-B 框架中进行培训，该框架超出了州提供的现有 Tier 1（全校 PBIS）培训；(b) 项目提供的辅导和技术援助支持；(c) 在第 2 层和/或第 3 层的循证行为或社会情感计划中的整合和培训。我们使用全校评估工具 (SET) 报告了 MTSS-B 对所有三个层级实施积极行为支持的影响和个人学生系统评估工具（ISSET），以及对教师使用课堂管理策略的外部观察。结果表明对多个 SET 分量表有显着影响，并显着减少了教师对反应行为管理的使用。