Bradshaw Catherine P, Koth Christine W, Thornton Leslie A, Leaf Philip J
Department of Mental Health, Johns Hopkins Center for Prevention of Youth Violence, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway, Baltimore, MD 21205, USA.
Prev Sci. 2009 Jun;10(2):100-15. doi: 10.1007/s11121-008-0114-9.
Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools to reduce disruptive behavior problems. The present study examines the impact of PBIS on staff reports of school organizational health using data from a group-randomized controlled effectiveness trial of PBIS conducted in 37 elementary schools. Longitudinal multilevel analyses on data from 2,596 staff revealed a significant effect of PBIS on the schools' overall organizational health, resource influence, staff affiliation, and academic emphasis over the 5-year trial; the effects on collegial leadership and institutional integrity were significant when implementation fidelity was included in the model. Trained schools that adopted PBIS the fastest tended to have higher levels of organizational health at baseline, but the later-implementing schools tended to experience the greatest improvements in organizational health after implementing PBIS. This study indicated that changes in school organizational health are important consequences of the PBIS whole-school prevention model, and may in turn be a potential contextual mediator of the effect of PBIS on student performance.
积极行为干预与支持（PBIS）是一项全校范围的通用预防策略，目前有超过7500所学校在实施该策略，以减少破坏性行为问题。本研究利用在37所小学进行的PBIS群组随机对照有效性试验的数据，考察了PBIS对教职工报告的学校组织健康状况的影响。对来自2596名教职工的数据进行的纵向多层次分析显示，在为期5年的试验中，PBIS对学校的整体组织健康、资源影响力、教职工归属感和学术重点有显著影响；当模型中纳入实施保真度时，对同事领导能力和机构诚信的影响显著。采用PBIS最快的学校在基线时往往具有较高的组织健康水平，但实施较晚的学校在实施PBIS后组织健康状况改善最大。本研究表明，学校组织健康状况的变化是PBIS全校预防模式的重要结果，反过来可能是PBIS对学生成绩影响的潜在情境中介因素。
