Positive Behavioral Supports and Interventions (PBIS) programs were developed to help children learn the valuable social and behavioral skills needed to succeed in school . Most of these interventions address school-level teaching expectations and a shared vocabulary to reinforce those expectations. Some students continue to have behavioral problems and create disruptions in class. These students receive specialized interventions to improve behavior. The researcher's plan is to provide an intervention for PBIS secondary level students. These students continue to struggle after receiving instruction in appropriate school behavior. Behavioral instruction alone is not effective for all students. To be successful in school, children must also have a positive attitude toward themselves, caring relationships with adults, and an awareness that they have the ability to learn. Unfortunately, many children do not have these things when they come to school. The researcher's goal is to provide an intervention that helps provide a positive and ongoing relationship with a school staff member, to create a safe environment in which children can explore their feelings and discuss problems with a caring adult, and to creative opportunities that enable students to succeed thereby increasing overall perceptions of self-efficacy. One potential intervention is to engage families in behavioral interventions. Reinke, Splett, Robeson, and Offutt (2009) found that parental involvement in all levels of PBIS increased the effectiveness of interventions. The Family Check-up model combines school-based PBIS interventions with family supports. This model serves to address home-based factors that have been shown inf...... middle of paper ...... Public health perspective. Psychology in Schools, 46(1), 33-43.Sitler, H. (2009). Teaching with awareness: The hidden effects of trauma on learning. Clearing House, 82(3), 119-123. Sutherland, K. S., Conroy, M., Abrams, L., & Vo, A. (2010). Improving interactions between teachers and young children with challenging behaviors: A strengths-based approach. Exceptionalities, 18(2), 70-81. Sutherland, K. S., & Oswald, D. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14, 1–14. Wills, H., Kamps, D., Abbott, M., Bannister, H., & Kaufman, J. (2010). Classroom observations and effects of reading interventions for students at risk of emotional and behavioral disorders. Behavioral disorders, 35(2), 103-119.