考察 PBIS 经验对中学实施 MTSS 的影响:混合方法研究

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL Journal of Positive Behavior Interventions Pub Date : 2024-10-30 DOI:10.1177/10983007241278334
Abril Rangel-Pacheco, Amanda L. Witte, Rebecca A. Wright, Linnea R. Swanson
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引用次数: 0

摘要

这项顺序解释性混合方法研究采用互补原理,考察了美国中西部三所实施积极行为干预与支持(PBIS)和三所未实施 MTSS 的中学在实施 MTSS 过程中的不同经历。通过对 25 名中学领导团队(SLT)成员进行抽样调查和后续访谈,本研究试图了解(1)他们在实施 MTSS 之前对 MTSS 的信念和态度;(2)在初步实施 MTSS 之后,中学教育中实施 MTSS 的独特障碍和促进因素。总体而言,本研究结果表明,一般来说,SLT 成员在实施前对 MTSS 持积极的信念和态度,并在一年后的跟踪调查中保持这种信念和态度。此外,PBIS 学校和非 PBIS 学校在实施过程中出现了一些不同的障碍和促进因素,尽管共同的障碍和促进因素也很明显。最后,PBIS 经验对来自 PBIS 和非 PBIS 学校的 SLT 成员的经验产生了不同的影响。本文讨论了对中学从业人员、学校和地方教育机构的启示。
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Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study
This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers and facilitators to MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation which were maintained a year later at follow-up. Additionally, several differential barriers and facilitators to implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.
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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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