Date of Award:

12-2023

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Committee Chair(s)

Tyler Renshaw

Committee

Tyler Renshaw

Committee

Kaitlin Bundock

Committee

Ray Joslyn

Abstract

Childhood behavior problems present many challenges for youth, families, and schools. To assist in preventing and reducing such problems, schools have adopted various strategies to assist with such concerns. Two widely used strategies for addressing problem behavior in schools are Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL). While both have a plethora of evidence of their effectiveness independently, less is known as to whether than can compliment one another for even better outcomes. The current study examined the effectiveness of an integrated approach (PBIS + SEL) to classroom intervention for elementary school students exhibiting behavior problems. This was done by using two commonly used interventions in schools, Check-In/Check-Out (CICO; PBIS) and mindful breathing (MB; SEL). Results showed a small value-added effect when both interventions were used together as opposed to using CICO only. Furthermore, this appeared to reduce behavior problems as well as anxious and depressive symptoms in several youth as well. These findings raise questions for advancing research into the value of integrated behavioral-health interventions in schools.

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