Treatment integrity is critical to realizing the effects of evidence-based programs and practices (EBPPs) that aim to promote student mental and behavioral health. Across disciplines, time is consistently referenced as one of the most significant barriers to successful implementation outcomes (e.g., treatment integrity) of EBPPs. However, there is limited to no research that has examined the relationship between time allocation, treatment integrity, and student outcomes, especially at the school organizational level. This study used data from 106 elementary schools implementing Tier 1 school-wide positive behavior interventions and supports to examine the associations among two types of time allocation (collaboration/planning and professional development), school-level treatment integrity, and suspension. Results supported significant associations between two types of time allocation and both implementation and student behavioral outcomes. Moreover, the mediation analysis suggested that treatment integrity mediated the relationship between both types of time allocation (collaboration/planning and professional development) and student behavioral outcomes at the school level. Limitations and implications for research and practice are discussed.

治疗的完整性对于实现旨在促进学生心理和行为健康的循证计划和实践（EBPP）的效果至关重要。在各个学科中，时间一直被认为是EBPP成功实施结果（例如治疗完整性）的最重要障碍之一。但是，很少有研究检查时间分配，治疗完整性和学生成绩之间的关系，特别是在学校组织一级。这项研究使用了来自106所小学的数据，这些小学在全校范围内实施了Tier 1的积极行为干预措施，并支持检查两种类型的时间分配（协作/计划和专业发展），学校水平的治疗完整性和停学之间的关联。结果支持两种类型的时间分配与实施和学生行为结果之间的显着关联。此外，中介分析表明，治疗的完整性介导了两种时间分配方式（协作/计划和专业发展）与学校一级学生行为结果之间的关系。讨论了研究和实践的局限性和含义。