Positive Behavioral Support and Intervention (PBIS) programs have been developed to help children learn the valuable social and behavioral skills needed to succeed in school. Most of these interventions address school-wide teaching expectations and a common vocabulary to reinforce those expectations. Some students continue to have behavioral problems and create disruptions in class. These students receive specialized interventions to improve their behavior. The researcher's plan is to provide an intervention for PBIS high school students. These students continue to experience difficulties after receiving instruction in appropriate academic behavior. Behavioral teaching alone is not effective for all students. To succeed in school, children must also have a positive attitude toward themselves, have caring relationships with adults, and understand that they have the ability to learn. Unfortunately, many children do not have these facilities when they arrive at school. The researcher's goal is to provide an intervention that helps establish an ongoing positive relationship with a member of school staff, create a safe environment for children to explore their feelings and discuss their problems with an adult caring, as well as 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 parent involvement at all levels of PBIS increases the effectiveness of interventions. The Family Check-up model combines school-based PBIS interventions with family support. This model serves to address home-related factors that have been demonstrated in inf...... middle of article ......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 problematic behavior: a strengths-based approach. Exceptionality, 18(2), 70-81.Sutherland, K.S. and 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 for emotional and behavioral disorders. Behavioral disorders, 35(2), 103-119.