The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

这项纵向研究的目的是研究在第2层和第3层学校范围内的积极行为干预和支持（SWPBIS）系统的实施模式，以确定导致更高级实施的安装时间。分析了来自27个州的776所学校的现有数据，这些数据报告了实施Tier 2的头三年。以及23个州的359所学校的报告了实施Tier 3的头一年。使用结构方程模型，我们发现较高的方法1实施可预测后续的方法2和方法3实施。此外，在最初实施Tier 1实施后等待2或3年以启动Tier 2系统，则预计更高的初始Tier 2实施（与来年实施相比）。最后，我们发现在第2层系统之后启动第3层系统，与同时启动两个级别相比，只要在级别2系统的3年内启动级别3系统，就可以预测在第二年和第三年实现更高的级别2实施。这些发现为何时启动第2层和第3层系统提供了经验指导。但是，我们强调延迟启动高级系统不应等同于延迟为学生提供更深入的支持。