Abstract

Schoolwide positive behavior interventions and supports (SWPBIS) is a three-tiered framework for preventing and addressing challenging behavior and improving school climate. SWPBIS requires ongoing coaching and consultation to ensure implementation fidelity and improve the efficiency and efficacy of data-based decision making and problem-solving processes. While many schools across the United States have district or school-level SWPBIS coaches in this role, many rural school districts do not have the funds or local expertise of a SWPBIS coach. To address this gap in a much-needed role, we examined the use of a teleconsultation model, as a substitute for in-person monthly SWPBIS coaching. This qualitative case study involved semi-structured focus group interviews of SWPBIS team members who received telecoaching. Perceptions regarding SWPBIS in rural settings in general, in addition to specific issues (e.g., barriers and benefits) related to the use of telecoaching were obtained and analyzed.

摘要

全校积极行为干预和支持 (SWPBIS) 是一个三层框架，用于预防和解决具有挑战性的行为以及改善学校氛围。SWPBIS 需要持续的指导和咨询，以确保实施的保真度并提高基于数据的决策和解决问题过程的效率和效力。虽然美国各地的许多学校都有地区或学校级别的 SWPBIS 教练担任此角色，但许多农村学区没有 SWPBIS 教练的资金或当地专业知识。为了在急需的角色中解决这一差距，我们研究了远程会诊模型的使用，作为每月面对面的 SWPBIS 辅导的替代方法。这个定性案例研究涉及接受远程辅导的 SWPBIS 团队成员的半结构化焦点小组访谈。