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The Integration of Positive Behavioral Interventions and Supports and Social and Emotional Learning

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Handbook of School Mental Health

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

This chapter provides an overview of two commonly-used frameworks for prevention, Positive Behavioral Interventions and Supports (PBIS) and Social and Emotional Learning (SEL), which share the common aim of promoting a safe, supportive, and challenging school environment. We summarize the two frameworks and the evidence-base supporting them. We also describe a process and a rationale for integrating PBIS and SEL, in an effort to increase efficiency and high quality implementation. We conclude with an overview of additional research needed to demonstrate the effectiveness of an integrated approach.

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Notes

  1. 1.

    1Durlak et al. (2011) made the case that SEL programs are as or more effective than other established interventions on several outcomes. This is in contrast to the review by Wilson et al. (2001), which indicated modest intervention effects.

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Acknowledgments 

The writing of this manuscript was supported in part by the Johns Hopkins Center for Prevention and Early Intervention under a grant funded by the National Institute of Mental Health (P30 MH08643) awarded to Dr. Nicholas Ialongo by grants awarded to Dr. Bradshaw from the Institute of Education Sciences (R324A07118; R305A090307; R324A110107), and the Centers for Disease Control and Prevention (1U49CE 000728–011; K01CE001333-01), a grant awarded to the University of Illinois at Chicago by the National Center for Mental Health Promotion and Youth Violence Prevention, Educational Development Center, Inc., and a grant awarded by the US Department of Education to the University of Oregon for the OSEP National Technical Assistance Center on Positive Behavioral Interventions and Supports (H029D40055). Opinions expressed herein are the authors’ and do not reflect necessarily the position of funding agencies or institutions, and such endorsements should not be inferred. The authors would like to thank Dr. Roger Weissberg for his comments on an earlier draft of this manuscript.

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Authors and Affiliations

  1. Department of Mental Health, Bloomberg School of Public Health, Johns Hopkins University, 624 N. Broadway, Room 839, Baltimore, MD, 21205, USA

    Catherine P. Bradshaw Ph.D., M.Ed. & Jessika H. Bottiani

  2. American Institutes for Research, Silver Spring, MD, USA

    David Osher

  3. Neag School of Education, University of Connecticut, Storrs, CT, USA

    George Sugai

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  1. Catherine P. Bradshaw Ph.D., M.Ed.
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  2. Jessika H. Bottiani
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  3. David Osher
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  4. George Sugai
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Correspondence to Catherine P. Bradshaw Ph.D., M.Ed. .

Editor information

Editors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, South Carolina, USA

    Mark D. Weist

  2. Department of Psychiatry, University of Maryland School of Medicine, Baltimore, Maryland, USA

    Nancy A. Lever

  3. Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA

    Catherine P. Bradshaw

  4. Department of Psychology, Ohio University, Athens, Ohio, USA

    Julie Sarno Owens

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Bradshaw, C.P., Bottiani, J.H., Osher, D., Sugai, G. (2014). The Integration of Positive Behavioral Interventions and Supports and Social and Emotional Learning. In: Weist, M., Lever, N., Bradshaw, C., Owens, J. (eds) Handbook of School Mental Health. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7624-5_8

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