Following a randomized controlled trial that showed effectiveness of an equity-centered positive behavioral interventions and supports (PBIS) professional development intervention on student discipline in elementary schools, we studied the extent to which the intervention had differential effects on individual teachers' use of exclusionary discipline. Using the sample of teachers from the randomized controlled trial ( = 348), we assessed whether (a) changes in teacher use of office discipline referrals over the course of 2 school years and (b) intervention acceptability were moderated by teacher demographic characteristics (e.g., race/ethnicity, experience) or teacher attitudes (e.g., awareness of biases and commitment to equity). Results from multilevel models using two discipline outcomes (i.e., office discipline referrals issued to Black students and equity in office discipline referrals) did not show significant moderation effects for any demographic or attitude variables. Results of intervention acceptability found that teachers with pre-existing commitments to bias reduction found the intervention more acceptable, although means were consistently high across the sample. Findings indicate that the intervention was similarly effective on teacher discipline practices, regardless of teacher demographics or pre-existing attitudes, lending more support to the intervention's promise.

中文翻译：

---

检查以公平为中心的全校积极行为干预措施的不同效果，并支持教师在学校纪律中的公平性

一项随机对照试验显示，以公平为中心的积极行为干预和支持（PBIS）专业发展干预措施对小学学生纪律的有效性，我们研究了该干预措施对个别教师使用排斥纪律的不同影响程度。使用来自随机对照试验的教师样本（= 348），我们评估了（a）教师在 2 个学年中使用办公室纪律转介的情况是否发生变化，以及（b）干预的可接受性是否受到教师人口特征的调节（例如、种族/民族、经验）或教师态度（例如，对偏见的认识和对公平的承诺）。使用两种纪律结果（即向黑人学生发出的办公室纪律转介和办公室纪律转介的公平性）的多层次模型的结果并未显示出对任何人口或态度变量的显着调节作用。干预可接受性的结果发现，预先承诺减少偏见的教师发现干预更容易接受，尽管样本中的均值始终很高。研究结果表明，无论教师人口统计数据或先前存在的态度如何，干预措施对教师纪律实践同样有效，这为干预措施的承诺提供了更多支持。