Wraparound and Positive Behavioral Interventions and Supports in the Schools

Abstract

Effective school-based programming for students with behavioral difficulties continues to challenge educators. Consensus is growing that prevention and early intervention must be prioritized, agencies must collaborate, and family—school partnerships must be improved so that effective interventions are actually implemented. This article explores how the school-based wraparound approach and a school-wide systems approach to positive behavioral interventions and supports (PBIS) work together to create more effective school environments and improved outcomes for students with or at risk of behavioral challenges. Complementary aspects of these wraparound and PBIS approaches are described, and future directions for research and practice are explored.