Citation

Reinke WM, Splett JD, Robeson EN, Offutt CA. Psychol. Sch. 2009; 46(1): 33-43.

Copyright

(Copyright © 2009, John Wiley and Sons)

DOI

10.1002/pits.20352

PMID

unavailable

Abstract

The prevention or reduction of early aggressive and disruptive behavior has important educational and mental health implications. Disruptive behavior problems contribute to loss of instruction time in the classroom, frustration for children and families, and considerable societal burden associated with antisocial acts, including delinquency and harm to others, making them a significant public health burden. Research indicates that both school and family factors contribute to behavior problems in children. Based on this knowledge, we describe the integration of two evidence-based interventions, Positive Behavioral Interventions and Supports (PBIS; intervention targeting the school environment) and The Family Check-Up (FCU; intervention targeting the family context). Both interventions use a three-tier public health approach to providing supports to children. This article proposes combining PBIS with the FCU in an effort to improve and alter existing service delivery systems to prevent behavior problems in young children across both the school and family contexts. © 2008 Wiley Periodicals, Inc.