Abstract

One critical feature of Schoolwide Positive Behavior Interventions and Support (PBIS) is the inclusion of families in the implementation of schoolwide systems and practices. However, research on family engagement within PBIS has focused almost exclusively on families of students with intensive behavior support needs, with little emphasis on fostering engagement with families of students with less severe behavioral challenges. This mixed–methods study examined the implementation of Partnering for Positive Behavior (PPB), a teacher–family member shared decision–making process designed to address the needs of students struggling to meet classroom behavioral expectations, by four teacher–family member dyads from two elementary schools implementing PBIS. Results show that teachers were able to implement PPB with fidelity and suggest that all participants perceived the process as acceptable, feasible, and useable.

摘要

全校积极行为干预和支持 (PBIS) 的一项重要特征是让家庭参与全校系统和实践的实施。然而，PBIS 内对家庭参与的研究几乎完全集中在有强烈行为支持需求的学生家庭，很少强调促进与行为挑战不太严重的学生家庭的参与。这项混合方法研究检查了积极行为伙伴关系的实施(PPB)，一个教师-家庭成员共享决策过程，旨在满足努力满足课堂行为期望的学生的需求，由来自实施 PBIS 的两所小学的四名教师-家庭成员二人组成。结果表明，教师能够忠实地实施 PPB，并表明所有参与者都认为该过程是可接受的、可行的和可用的。