Luh Hao-Jan, Ni Hong, Chen Chun, Feng Yonghui
College of Education, Rowan University.
Department of Psychology, California State University, Fresno.
Sch Psychol. 2025 Mar;40(2):193-206. doi: 10.1037/spq0000677. Epub 2024 Dec 12.
Research has shown the positive effects of positive behavioral interventions and supports (PBIS) on student outcomes. Despite its effectiveness, there is limited research on the cultural adaptation of PBIS in other cultures, especially in Asia. Based on cultural adaptation frameworks, the current case study reports the cultural adaptation and implementation process of PBIS Tier 1 in a Chinese elementary school, including the steps and strategies in its engagement, design, and implementation. Using multiple questionnaires, we also examined the pre- and postintervention differences in students' emotional and behavioral problems, their perceptions of school climate, and important factors related to academic engagement. Mainly, students' prosocial behaviors, emotional symptoms, and their interpersonal relationships with teachers and peers improved. However, there was also an increase in hyperactivity/inattention and conduct problems. Limitations and future directions are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
研究表明，积极行为干预与支持（PBIS）对学生的学业成果具有积极影响。尽管其效果显著，但关于PBIS在其他文化，尤其是亚洲文化中的文化适应性研究却很有限。基于文化适应框架，本案例研究报告了PBIS一级在中国一所小学的文化适应与实施过程，包括其参与、设计和实施的步骤与策略。我们还使用了多份问卷，考察了干预前后学生情绪和行为问题、对学校氛围的认知以及与学业参与相关的重要因素的差异。主要结果是，学生的亲社会行为、情绪症状以及与教师和同伴的人际关系得到了改善。然而，多动/注意力不集中和行为问题也有所增加。文中讨论了研究的局限性和未来方向。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
