One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

积极行为干预和支持 (PBIS) 的一个核心特征是系统级团队流程，用于协调员工实施循证实践并监控学生在所有三个层次上的进步。先前的研究表明，报告定期团队合作和基于团队的数据使用的学校更有可能成功采用和维持多层行为支持系统的实施。然而，目前需要更多的研究来更好地了解典型学校，特别是高级学校中 PBIS 团队常用的各种团队配置、结构和实践。对于目前的研究，