本研究目的為探討以線上三級介入模式提升國中普通班教師正向行為支持知識之成效以及看法。研究方法採單一受試實驗之變更情境設計，以6名國中普通班教師為研究參與者，採用三級介入模式進行線上培訓，依序以自學、團體工作坊、一對一教練方式進行，每一階段評量結果未達90%之參與者進入下一階段接受介入，介入完成後填寫回饋調查。將所蒐集之量化資料進行視覺分析，並統整參與者回饋等相關質性資料，得到以下發現。
一、 以線上三級介入模式實施正向行為支持課程，有2位教師能在次級達通過標準。
二、 以線上三級介入模式實施正向行為支持課程，可提升6位教師正向行為支持的知識，其中2位教師達通過標準。
三、 5位教師認同以行為技能訓練融入教材與教學有助於學習與操作，4位教師對本教材持肯定態度。
四、 4位教師認同線上三級模式可提供他們在學習上不同程度的支持、能滿足其學習風格與偏好。
五、 4位教師認為正向行為支持對處理學生行為問題有幫助，願意在未來使用，並有信心能預防行為問題。

The purpose of this study was to apply online three-tier teacher training model to implement a positive behavior support curriculum, and to explore the effects and views on the knowledge improvement of general education teachers. A single-subject changing conditions design was used. The participants included six general education teachers in junior high schools, and they learned the knowledge of positive behavior support in a three-tier model: asynchronous self-study, synchronous group workshop, and one-on-one coaching. Participants who did not respond to training, which was below 90% of the evaluation score results in each tier, had access to the intervention of next tier. They were invited to fill in the feedback survey after exiting the study. After visual analysis of the collected quantitative data, and integration of relevant qualitative data as well as participant feedback, the results of the study were summarized as follows. After the positive behavior support curriculum was implemented with an online three-tier teacher training model:
a) two teachers met response criteria at Tier 2;
b) the knowledge was improved for six teachers, two of the teachers met response criteria;
c) five teachers agreed that applying behavioral skills training was helpful for learning and practice, and four teachers had a positive attitude towards the positive behavior support curriculum;
d) four teachers agreed that the online three-tier teacher training model could be in accord with their learning styles and preferences, and provided them with different levels of support in learning; and
e) four teachers believed that positive behavior support was helpful in dealing with student behavior problems, were willing to use it in the future, and had confidence in preventing potential behavior problems.

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