积极行为干预和支持与中学药物滥用

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL Journal of Positive Behavior Interventions Pub Date : 2024-10-28 DOI:10.1177/10983007241276528
Sean C. Austin, Mark A. Hammond, John R. Seeley
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引用次数: 0

摘要

在强效阿片类药物泛滥的情况下,学校系统试图投资于预防药物滥用的计划。学校团队通常会优先考虑早期筛查和干预,以预防学生滥用药物;然而,鉴于许多学校资源有限,了解常用数据和现有框架在多大程度上与预防工作相关至关重要。在本研究中,我们考察了(a)关于药物滥用的常见可用数据(办公室纪律转介[ODRs])与自我报告的药物滥用之间的关系,以及(b)积极行为干预和支持(PBIS)的跨层实施与这些药物相关结果之间的关系。我们发现,自我报告的药物滥用与药物相关的 ODR 显著相关,但自我报告率远远高于 ODR 率。我们还发现,第二级 PBIS 的实施与自我报告的药物滥用率和与药物相关的 ODRs 率显著降低有关。这些研究结果表明,实施 PBIS 的某些方面可能有益于预防药物滥用,但还需要更多的研究来了解哪些具体的校本实践最能满足这些学生的行为健康需求。
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Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools
Amid a proliferation of highly potent opioids, school systems have sought to invest in programs for preventing substance misuse. School teams often prioritize early screening and intervention to prevent student substance misuse; however, given the limited resources of many schools, it is crucial to understand the extent to which commonly available data and existing frameworks are relevant for prevention efforts. In this study, we examined (a) how commonly available data on substance misuse (office discipline referrals [ODRs]) relate to self-reported substance misuse and (b) how positive behavioral interventions and supports (PBIS) implementation across tiers relates to these substance-related outcomes. We found that self-reported substance misuse is significantly related to substance-related ODRs, but that self-report rates are much higher than ODR rates. We also found that Tier 2 PBIS implementation was associated with significantly lower rates of both self-reported substance misuse and substance-related ODRs. These findings suggest that aspects of PBIS implementation could be beneficial in preventing substance misuse, but more research is needed to understand what specific school-based practices best address these student behavioral health needs.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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