Student outcomes depend on the implementation of intervention practice elements, which are the specific behaviors that front-line implementers deliver as part of their direct interactions with students. Tier 1 PBIS is a well established practice in schools but existing guidance on practice elements is often conflated with guidance on organizational systems that support implementation. The goal of this study was to distill the specific practice elements of Tier 1 PBIS from the established core features using an expert consensus process. A panel of nine Tier 1 PBIS research and practice experts participated in three iterative rounds of information gathering and feedback within an electronic Delphi study that structured the consensus-building process. The expert panel reached consensus by distilling Tier 1 PBIS into 16 distinct practice elements organized into five thematic domains. The thematic domains from the present study align with existing literature on core Tier 1 PBIS features but the practices in each domain clearly define the specific, expected actions of front-line implementers. Implications are discussed in terms of how the identified practice elements may be used to inform intervention fidelity monitoring and targeted implementation supports for front-line implementers.

学生的成果取决于干预实践元素的实施，这是一线实施者作为与学生直接互动的一部分而提供的具体行为。第 1 层 PBIS 是学校中成熟的实践，但现有的实践要素指南通常与支持实施的组织系统指南混为一谈。本研究的目标是使用专家共识过程从已建立的核心特征中提炼出第 1 层 PBIS 的具体实践要素。由九名 1 级 PBIS 研究和实践专家组成的小组参与了构成共识建立过程的电子德尔福研究中的三轮迭代信息收集和反馈。专家小组通过将 1 级 PBIS 提炼成 16 个不同的实践要素达成共识，这些要素分为五个主题领域。本研究的主题领域与关于核心 1 层 PBIS 功能的现有文献一致，但每个领域的实践都清楚地定义了一线实施者的具体预期行动。讨论了如何使用已识别的实践要素来通知干预保真度监测和为一线实施者提供有针对性的实施支持。