Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools
Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools
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在高中环境中实施全校积极行为支持：八所高中的分析
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
P. Fenning
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文献类型：
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作者：
K. Flannery;Jennifer L. Frank;Mimi McGrath Kato;Bonnie Doren;P. Fenning
全校积极行为支持(SWPBS)是一种旨在预防问题行为发生和提高社会能力的系统水平的干预措施。越来越多的研究文献认为SWPBS可以减少问题行为并提高学术水平(例如，McIntosh，Chard，Boland，&Horner，2006)，但缺乏关于在高中环境中实施SWPBS的可行性的文献。目前的研究调查了八所高中在三年期间为超过15,525名学生提供服务的通用SWPBS组件的实施情况。我们的调查结果是，从基线到第一年年底，执行情况有了明显的改善，但实施SWPBS做法至少花了两年时间，才取得统计上显著和有意义的变化。这些结果表明，高中环境的独特方面可能会带来具体的实施挑战。
Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges.