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ERIC Number: EJ1470021
Record Type: Journal
Publication Date: 2025-Apr
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-3007
EISSN: EISSN-1538-4772
Available Date: 0000-00-00
Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools
Sean C. Austin1; Mark A. Hammond1; John R. Seeley1
Journal of Positive Behavior Interventions, v27 n2 p67-81 2025
Amid a proliferation of highly potent opioids, school systems have sought to invest in programs for preventing substance misuse. School teams often prioritize early screening and intervention to prevent student substance misuse; however, given the limited resources of many schools, it is crucial to understand the extent to which commonly available data and existing frameworks are relevant for prevention efforts. In this study, we examined (a) how commonly available data on substance misuse (office discipline referrals [ODRs]) relate to self-reported substance misuse and (b) how positive behavioral interventions and supports (PBIS) implementation across tiers relates to these substance-related outcomes. We found that self-reported substance misuse is significantly related to substance-related ODRs, but that self-report rates are much higher than ODR rates. We also found that Tier 2 PBIS implementation was associated with significantly lower rates of both self-reported substance misuse and substance-related ODRs. These findings suggest that aspects of PBIS implementation could be beneficial in preventing substance misuse, but more research is needed to understand what specific school-based practices best address these student behavioral health needs.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: H326S180001
Department of Education Funded: Yes
Author Affiliations: 1University of Oregon, Eugene, USA