Abstract For more than 20 years, the schoolwide positive behavioral interventions and supports (SWPBIS) literature base has been growing as it relates to implementation and sustainability across various settings and grade levels. While the research is clear that SWPBIS is an effective multitiered framework, gaps in the literature exist. Specifically, the extent to which SWPBIS has been implemented in traditionally underrepresented schools has yet to be fully examined. This systematic review of the SWPBIS literature base resulted in 46 articles that were coded across 13 variables. The number of articles highlight underrepresentation in the SWPBIS literature. Researchers demonstrated variable (a) reductions in rates of disciplinary infractions and exclusionary responses, (b) implementation with fidelity, and (c) positive student outcomes across academics, attendance, and achievement.

中文翻译：

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在学生人数不足的学校中建立SWPBIS研究的文献基础

摘要在20多年来，学校范围内的积极行为干预和支持（SWPBIS）文献库一直在增长，因为它涉及跨各种设置和年级的实施和可持续性。尽管研究清楚表明SWPBIS是有效的多层框架，但文献中仍存在空白。具体来说，在传统上人数不足的学校中实施SWPBIS的程度尚待全面研究。通过对SWPBIS文献库的系统回顾，得出46篇文章，涉及13个变量。文章数量突显了SWPBIS文献中的代表性不足。研究人员证明了（a）违反纪律和排斥反应的发生率有所降低，（b）忠实实施，