academics and behavior 1 running head: academics …

ACADEMICS AND BEHAVIOR 1

RUNNING HEAD: ACADEMICS AND BEHAVIOR

CONNECTING ACADEMICS TO BEHAVIOR: DOES POSITIVE BEHAVIOR SUPPORTS AFFECT ACADEMIC OUTCOME?

By

REBECCA DAVIS

Submitted to

Educational Leadership Faculty

Northwest Missouri State University Missouri

Department of Educational Leadership

College of Education and Human Services

Maryville, MO 64468

Submitted in Fulfillment for the Requirements for

61-683 Research Paper

Fall 2013

June 27, 2014


ABSTRACT

Behavior data was analyzed to find if there was a relationship to using the

School-wide Positive Behavior Supports program to help increase academic

achievement. Data was collected from two elementary schools. Academic data,

MAP scores in communication arts and math, were analyzed against behavior

referral numbers. Statistical information was obtained through a correlation

analysis. Information yielding from the reports indicate that PBS may have an

influence in growth of academic scores, but should not be counted as the only-

sole reason. One school using PBS had differing relationships between PBS and

MAP scores between the areas of communication arts and math. The school

that does not use PBS also had differing relationships between CA and math.


INTRODUCTION

Educators in the classroom constantly seek ideas to engage their students

in the content. Teachers know that students involved in the content, listening

attentively, and participating in activities are more likely to learn the material and

do well on assessments. However, issues arise in the classroom that distract

students from learning. Whenever students are disruptive or disrespectful to

others, less learning takes place. A new behavior program has been widely

accepted by many school districts. Positive Behavior Supports is designed to

help teachers with incentivizing students positively for following the expectations.

Rewarding students is in hopes of minimizing office discipline referrals and out-

of-classroom time. So, the real question is posed. Is there a relationship

between Positive Behavior Supports and academic achievement? The study will

look to see if there is a connection or just a coincidence.

Practice under Investigation

The practice under investigation will analyze the relationship between

student achievement and the Positive Behavior Support system. Do students

achieve well on standardized assessment scores because the behavior

outcomes are set school-wide? The study will look at the Missouri Assessment

Program data provided by the Department of Elementary and Secondary

Education for a specific school district data that uses the Missouri PBS model,

and data for the on a district that tracks behavior incidents without using the

model of PBS.


School Policy to be Informed by Study

Currently, a Midwestern Missouri School District uses the school wide

behavior program, Positive Behavior Supports. Specifically, an elementary

school to be known as LE has adopted the program in 2008-2009 school year.

With this behavior program adoption also came the three-tiered model of

reaching students with instruction as well. Response to Intervention and Positive

Behavior Supports seem to go hand in hand. PBS is just another way that

teachers can assist students in the classroom. PBS positively rewards all

students for showing the expected behaviors as taught and reinforced daily

throughout the areas of the school. PBS also goes beyond that to work with

students that are missing a social skill and work with groups of students to

correct problem behaviors. Lastly, PBS targets students with chronic and major

behaviors. ESSD strongly believes that with the implementation of PBS,

students spend more time in the classroom and therefore, more teaching time is

able to happen with each student. This increase in teaching time is promise to

help with higher MAP scores. This study will see if the more time in the

classroom is connected to student achievement on MAP scores since the 2008-

2009 to the 2012-2013 school year.

Conceptual Underpinning

Many schools look for ways to improve their students’ performance in the

areas of reading and mathematics. A variety of researched based strategies

have been incorporated into the daily instruction for improving academics.


However, on a daily basis teachers are also looking for ways to motivate,

engage, and manage student classroom behaviors. There are minimal research-

based strategies for behavior routines and practices for teachers. One technique

that many school districts are leaning towards is Positive Behavior Supports.

This program addresses school wide behaviors to minimize the number of office

referrals and maximize the time spent inside the classroom. PBS offers all

students in the school incentives for showing expected behaviors by rewarding

them positively with tangible incentives and verbal praise. Many schools around

the country are transitioning from traditional classroom management techniques

to this school-wide program of behavior management with the underlying idea

that academic performance will improve as well.

Statement of the Problem

If there is a relationship between student behavior and student

achievement, teachers should know what programs and strategies are most

effective so they can have order in their classroom and success with student

learning.

Purpose of the Study

The purpose of the study is to gain information about Positive Behavior

Supports (PBS) as it is implemented in the elementary school setting. As a

teacher of small children, I am very interested in motivating children to perform

well in academics. I try to encourage the children in my classroom with positive


rewards and incentives to get them interested in the curriculum, show respect

and build responsibility. In my opinion, children respond better to adults and

tasks when they feel that they are being successful and correctly praised for

doing what is being asked. Children tend to perform poorly on tasks when they

don’t see the connection to the content, or don’t feel that the adult cares about

them as an individual while in their classroom.

Research Question(s)

RQ #1: Is there a relationship between Positive Behavior Supports (PBS) and

academic achievement?

RQ #2: Is there a difference in student achievement with implementation of

PBS compared to other traditional classroom management?

Null Hypothesis(es)

Ho #1: There is no relationship between Positive Behavior Supports (PBS)

and academic achievement?

Ho #2: There is no difference in student achievement with implementation of

PBS compared to other traditional classroom management?

Anticipated Benefits of the Study

The researcher anticipates to find literature on the topic of using Positive

Behavior Supports. Then, a case study will be completed using A Statistical

Package software program. It is anticipated that the study will show a


relationship between the implementation of a Positive Behavior Supports

program and student achievement in academics. It is the theory of the researcher

that when more students are positively rewarded, engaged in the content, and

on-task, then the more students are able to perform well in the classroom and

show improvement in their learning on state standardized tests.

Definition of Terms

PBS or PBIS- Positive Behavior Supports or Positive Behavior Intervention

Support- A three tiered model that refers to a systems change process for

an entire school or district. The underlying theme is teaching behavioral

expectations in the same manner as any core curriculum subject.

DESE- Department of Elementary and Secondary Education

RtI- Response to Intervention- multi-tier approach to the early identification and

support of students with learning and behavior needs.

MAP- Missouri Assessment Program- A standardized test that is given to every

child in grades 3 through 12 in the area of mathematics, communication

arts, science, and social studies.

ASP: A statistical package is a software program that uses a matrix data table to

analyze information for statistical purposes.


Summary

A study was conducted to see if there was a relationship between student

achievement and student behaviors in the classroom. The theory is that students

who spend more time in the classroom, with minimal classroom disruptions and

off-task behaviors, achieve more and show success on examinations. Using the

school-wide program of PBS, teachers are able to teach the expectations to all

students, reward students that are showing those behaviors, reteach students

that are struggling, and keep track office discipline referrals of specific behaviors,

time, and location. After the study is completed, school districts will be able to

analyze if using a school wide behavior program such as PBS is beneficial to

student achievement.


REVIEW OF LITERATURE

Many teachers believe that classroom management is the first essential

step in the ability to teach a set of students. Is this just common practice or is it

sound teaching advice? In a pole from American Federation of Teachers,

respondents indicated that disruptive behavior is the result of more than four

hours of instructional time lost, and also a leading cause for why teachers do not

return to the classroom (Norton, 2010). More than anything, teachers want

students to achieve. Teachers spend hours preparing for lessons, finding

resources, and developing assessments that will not only engage students, but

meet curriculum objectives. Norton also says that more and more school districts

are looking towards a way to improve their students’ academic achievements in

school and reward their behaviors, instead of reacting to disruptions and

suspending students.

The use of Positive Behavior Supports is not a new idea, but a relatively

new initiative with a focus on accountability in student achievement. The PBIS

organization out of New Hampshire categorize the goals of PBS into four areas

of need: (a) decrease office discipline referrals, (b) increase time for academic

engagement, (c) improve achievement in academics, and (d) improve school and

family relationships. (Muscott, et al , 2010) In the third volume of the PBIS

Newsletter, Putnam, et. al, studied a group of thirteen schools that in just five

years made improvements in their state standardized test scores. The adoption

of PBS was attributed to ten of these thirteen school’s growth on standardized

tests. PBS is tier-modeled, much like the educational trend and theory of


Response to Intervention Behavior Intervention in the Total School (BITS) and

Positive Behavior Supports are essentially the same ideas under different

names. BITS was used with the entire school body in North Carolina to enhance

overall behavior with positive statements and purpose of expectations. Social

Skill Interventions between small groups of students with common social needs

provided extra support for identified Tier 2 students. Also, Tier 3 interventions for

individual students were implemented with functional behavior assessments to

diagnose behavior instruction needs. (Algozzine, et al, 2012)

The implementation and use of Positive Behavior Supports is not always

supported by teachers. It can be difficult and overwhelming to start a new school

initiative. And, all too often teachers have the impression, that this is just another

program that will be gone when administration changes in the next few years.

So, why bother to use PBS correctly anyway? Chityiyo and Wheeler (2009)

address opinions from the PBS opposition in their article in Remedial and Special

Education journal. Many teachers say that the PBS program calls for lots of

assessment and data collection on student behaviors which many teachers don’t

feel like they have enough time to process or record. These authors go on to say

that in order to properly implement PBS, there must be a documented system for

dealing with the behavior violations and buy-in or ownership from staff and

administration for dealing with problems. When teachers already feel stressed

out with planning lessons, contacting parents, meeting with administrators, and

finding time to do extra-curricula’s with students or committee work,

implementing a new program can seem like such an added chore.


The study from Muscott, et al (2008) revealed that while there was not a

lot of progress made in these 28 New Hampshire schools in the area of reading

and language, math scores improved, more instructional time was gained, and

teaching and learning time was significantly enhanced. The benefits to using

PBS in a school is to help not only the student, but also the teacher. Successful

implementation of PBS would create not just more, but better use of time for the

teacher. In the New Horizons for Education journal, Yeung and Mooney (2009)

say that the system is supposed to enhance the capacity of schools effective

practices in dealing with behavior conducts so that all students are able to

improve their focus and have achievement in their academics. If student

disruptions were minimal, then there would be less interference in student

learning, and therefore more engaged, time on-task learning, within each

classroom. According to Educational Testing Service Policy Information Report

Center (1998), schools far and wide experience problems with student behaviors.

They also stat that “the issue of school disorder is more than just a security and

safety problem; it is a critical factor in student academic achievement”. In order

to improve student success in the classroom, using practical student disciplinary

policies tend to lower the level of misbehavior of students. So, it would make

sense that teachers take time in the beginning of the school year to talk about

behavior. Not only does it set the tone for the school year, but setting these

expectations help to minimize disruptions and provide better learning for all.


RESEARCH METHODS

Research Design

A quantitative study was conducted to see if there was a relationship

between student achievement and the implementation of PBS. The independent

variable was the number of behavior referrals while the dependent variable was

Adequate Yearly Progress (AYP) obtained from the Missouri Assessment

Program (MAP). If there is a relationship between student achievement and

using a school wide behavior program, teachers should be encouraged to use

the program and reward students positively for following the expectations of the

program, so that they may show better scores in the assessments they take.

Study Group Description

Students from two different elementary schools in the larger Midwest

Missouri area were analyzed. One elementary has been using the school wide

model of PBS since the 2007-2008 school year. LE is more of a rural type

demographic with an average of 87% population over that past five years that is

Caucasian-white. The attendance rate over the past four years has an average

of 91%. The K-5 school services a 51% free or reduced lunch population as well.

The other school, BHE, does not use PBS as their behavior management.

However, they do track all positive interactions and all reactive contacts made

with students to a “recovery room”. BHE is located in more of an urban location.

Also serving K-4 students, their demographics were mostly 82% Caucasian-

white, 6% Hispanic, and the remaining were largely African-American/Black.


With a 95% attendance group, the school services about 42% of the students

with free or reduced students for lunch.

Data Collection and Instrumentation

PBS behavior data was obtained from LE school by the administration and

the “focus room” teacher. Data from BHE was obtained from records of the

“recovery room” teacher and verified by the administrator. Academic scores

were collected from DESE in order to see student achievement levels.

Statistical Analysis Methods

A correlation test was conducted to analyze a possible relationship

between student achievement and the School-Wide Positive Behavior Support

program. The two data sources were broken into two groups, those that used

PBS in the school to teach and model behaviors, and those that did not use the

PBS model of teaching and correcting behavior. The mean, the r value, r

squared value, and the p-value were concluded from this test. The alpha level

was set at 0.25 to test the null hypothesis. The correlation was tested to see the

strength, the practicality, and the direction of the relationship. The null

statements are as follow: There is no relationship between Positive Behavior

Supports (PBS) and academic achievement? There is no difference in student

achievement with implementation of PBS compared to other traditional

classroom management?


0200400600800100012001400

2008‐09 2009‐10 2010‐11 2011‐2012 2012‐2013 2013‐2014(August toNovember)

707

940

665868

1249

457

159 193 140 161 215 131

LE Focus Room and Office Referrals

Total Referrals

Number of Students

FINDINGS

The tables, charts, and narratives below indicate the data obtained from

DESE and school administrators in regards to study on behavior and academics.

Figure 1

LE Focus Room and Office Referrals Total Referrals Number of Students 2008-09 707 159 2009-10 940 193 2010-11 665 140 2011-2012 868 161 2012-2013 1249 215 2013-2014 (August to November)

457 131

Mean 814.33 166.50 Median 787.50 160.00 Minimum 457.00 131.00 Maximum 1249.00 215.00 Standard Deviation 271.70 31.95

Figure 2


As a Positive Behavior Supports school, LE began tracking the number of

behavior referrals. Figures 1 and 2 show the amount of behavior referrals, and

also shows the total number of students that generated those referrals. In the

2008-2009 school year, there were 159 students that were referred to the focus

room or the office 707 times. The following year, 193 students were referred to

increase the school-wide discipline referrals to 940. In 2010-2011, administration

changed in its leadership of the assistant principal. The number of referrals

decreased greatly, as did the number of students generating those referrals.

There were 140 students that generated 665 referrals. Again, there was a

change in leadership as a different assistant principal came to LE school in 2011-

2012. Referrals increased to 868, almost 200 more than the previous year. The

number of students generating the referrals was 161, almost 20 students more.

In 2012-2013, both the principal and assistant principal were new to the building.

Focus room and office referrals were at their highest point since tracking the

behavior data in the last 5 years. There were 215 students referred to the focus

room or the office 1249 times. Lastly, the chart shows a partial school year for

2013-2014. There was a decrease in the amount of students generating the

referrals, and also the amount of referrals. As of November 2013, there were

131 students that were referred 457 times.


Figure 3

LE Missouri MAP Testing Data 2009 2010 2011 2012 2013 CA 43.4 47.6 46 52.3 51.2 MATH 44.2 43.5 54.5 54.3 54 MEAN 43.8 45.55 50.25 53.3 52.6 MEDIAN 43.8 45.55 50.25 53.3 52.6 MAX 44.2 47.6 54.5 54.3 54 MIN 43.4 43.5 46 52.3 51.2 STAN DEV 0.57 2.90 6.01 1.41 1.98

Figure 4

In 2009, when LE first began the PBS model of incentivizing positives to

try to decrease the negatives, their academic structures changed as well. It is

important to note that LE not only implemented the Positive Behavior Supports in

their school, but Response to Intervention as well. Figures 3 and 4 show the end

of the 2008-2009 school year, in which the percentage of students scoring

proficient or higher on the communication arts MAP was 43.4%. For math,

0

10

20

30

40

50

60

2009 2010 2011 2012 2013

43.447.6 46

52.3 51.2

44.2 43.5

54.5 54.3 54

LE MAP DataPercentage of Advanced or Proficient

CA

MATH


students scored 44.2% proficient or advanced. The next school year, CA

improved to 47.6%, but dropped again in 2011 to 46%. Math however, dropped

in 2010 to 43.5%, but had more than a 10% increase in 2011 to 54.5%. In the

year 2012, scores for CA improved and got LE back in a positive trend line,

reaching 52.3%. Math held steady at 54.3%. At the end of the 2012-2013

school year, with a change in administrators, scores stayed consistent with

51.2% of students scoring proficient or advanced in the area of communication

arts, and 54% of students scoring proficient or advanced in the area of math.

Figure 5 BHE Behavior Data

Number of Contacts

Proactive Reactive Total

Students Seen

2008-09 1168 477 691 399 2009-10 961 350 611 395 2010-11 680 423 257 286 2011-2012 689 431 258 130 2012-2013 929 653 276 100 2013-2014 (August to November)

332 226 106 94

Mean 793.17 426.67 366.50 234.00 Median 809.00 427.00 267.00 208.00 Minimum 332.00 226.00 106.00 94.00 Maximum 1168.00 653.00 691.00 399.00 Standard Deviation 291.02 141.38 230.17 144.38


Figure 6

BHE school kept track of its school wide behavior data differently because

they are not a PBS school. The administration record of the number of contacts,

both proactive and reactive for the past 5 years as demonstrated in Figures 5

and 6. In the 2008-2009 school year, there were 1168 contacts in the recovery

room with 399 students. While 477 visits were proactive, there were 691

reactive, problem-occurred incidents. The next year, 2009-2010, the number of

contacts decreased by about 200. There were 961 contacts. Almost 100 less

were proactive, 350, while about the same number as the first year were

reactive, 611. Also, there were about the same number of students seen, 395,

as the first year. In the 2010-2011 school year, there were 680 number of

contacts by 286 students; quite a decline as in the previous school year. There

were 423 proactive contacts but only 257 reactive contacts. In the 2011-2012

school year, the numbers were very similar as in the year before. However 50

less students generated the number of contacts. There were 689 visits, 431

0

200

400

600

800

1000

1200

2008‐09 2009‐10 2010‐11 2011‐2012 2012‐2013 2013‐2014(August toNovember)

1168

961

680 689

929

332

477350

423 431

653

226

691611

257 258 276

106

399 395286

130 100 94

BHE Behavior Data

Number of Contacts

Proactice

Reactive

Total Students Seen


proactive, 258 reactive and 130 students seen. Many more contacts with

students were made in 2012-2013 than in the previous two years. Only 100

students visited the recovery room, but did so 929 times. Some of those visits,

653, were proactive, but 276 were reactive. The last school year that was data

was collected to analyze was for the 2013-2014 in the months of August to

November. There were 94 students seen at the recovery room in those months,

332 times. Of those visits, 226 were proactive and 106 were reactive visits.

Figure 7 BHE Missouri MAP Testing Data 2009 2010 2011 2012 2013CA 45.6 47.25 60.45 45 49.9MATH 46.2 52.35 65.95 55.9 42.1 MEAN 45.9 49.8 63.2 50.45 46MEDIAN 45.9 49.8 63.2 50.45 46MAX 46.2 52.35 65.95 55.9 49.9MIN 45.6 47.25 60.45 45 42.1STAN DEV 0.42 3.61 3.89 7.71 5.52


Figure 8

In 2009, the communication arts and math scores were similar at BHE.

Figures 7 and 8 show AYP data for BHE school. For CA, 45.6% of students

scored proficient or higher. In math, 46.2% of students scored proficient or

higher. Over the next few years, there were steady increases. In CA, 47.25% of

students scored in the proficient or advanced levels on the MAP for the 2010

school year; and 52.35% in math. In 2011, 60.45% of students were proficient in

CA, and 65.95% in math. However, a drastic decrease occurred in 2012.

Students scored 45% in CA and 55.9% in math. In 2013, while their CA score

was better progress (49.9%), their math score continued to decline (42.1%)

0

10

20

30

40

50

60

70

2009 2010 2011 2012 2013

45.6 47.25

60.45

4549.946.2

52.35

65.95

55.9

42.1

BHE MAP DataPercentage of students scoring Proficient or Advanced

CA

MATH


In order to further analyze these schools to see if a correlation between

behavior and MAP scores exists, data was put into ASP, A Statistical Package

software program. Figures 9 and12 show data tables that were generated

through matrices using the ASP software.

Figure 9

LE Summary of Correlation Analysis for AYP CA and Behavior Data

Source N Mean r R2 p-value

AYP CA 5 48.1

Behavior 5 885.8 0.6 36% 0.28

Alpha Level set at 0.25

The table above is a correlation of AYP communication arts and behavior

data set for LE over 5 years. The strength of the relationship is strong because

the r value is 0.6. The r value is more than half the value of the coefficient of

one. Because the r value is positive, the correlation is a positive relationship,

meaning that if the percentage of the AYP CA were to increase, then the number

of behavior referrals would also increase. The r squared value is 36%. This is a

practical relationship because the r squared value is greater than 10%. The p-

value of 0.28 is greater than the 0.25 alpha level. This means that there is not a

significant relationship between AYP CA scores and behavior data, with a

chance of a type one error. Also, since the p-value is greater than the 0.25 alpha


level, the null hypothesis of there not being a relationship between PBS behavior

data and AYP CA scores is intact, and not rejected.

Figure 10

LE Summary of Correlation Analysis for AYP Math and Behavior Data

Source N Mean r R2 p-value

AYP Math 5 50.1

Behavior 5 885.8 -0.5 25% 0.4


The table above is a correlation of AYP math and behavior data set for

school LE over 5 years. The strength of the relationship is strong because the r

value is 0.5. The r value is half the value of the coefficient of one. Because the r

value is negative, the correlation is a negative relationship, meaning that if the

percentage of the AYP math to increase, then the number of behavior referrals

would then decrease. The r squared value is 25%. This is a practical

relationship because the r squared value is greater than 10%. The p-value of 0.4

is greater than the 0.25 alpha level. This means that there is a significant

relationship between AYP math scores and behavior data, with a chance of a

type one error. Also, since the p-value is greater than the 0.25 alpha level, the

null hypothesis of there not being a relationship between PBS behavior data and

AYP math scores is intact, and not rejected.


Figure 11

BHE Summary of Correlation Analysis for AYP CA and Behavior Data

Behavior N Mean r R2 p-value

AYP CA 5 49.64

Behavior 5 418.6 -0.4 16% 0.5


The table above is a correlation of AYP communication arts and behavior

data set for school BHE over 5 years. The strength of the relationship is

relatively strong because the r value is 0.4. The r value is almost half the value

of the coefficient of one. Because the r value is negative, the correlation is a

negative relationship, meaning that if the percentage of the AYP communication

arts to increase, then the number of behavior referrals would then decrease. The

r squared value is 16%. This is a practical relationship because the r squared

value is greater than 10%. The p-value of 0.5 is greater than the 0.25 alpha

level. This means that there is a significant relationship between AYP

communication arts scores and behavior data, with a chance of a type one error.

Also, since the p-value is greater than the 0.25 alpha level, the null hypothesis of

there not being a relationship between PBS behavior data and AYP CA scores is

intact, and not rejected.


Figure 12

BHE Summary of Correlation Analysis for AYP Math and Behavior Data

Behavior N Mean r R2 p-value

AYP Math 5 52.5

Behavior 5 418.6 -0.7 49% 0.19


The table above is a correlation of AYP math and behavior data set for

school BHE over 5 years. The strength of the relationship is very strong because

the r value is 0.7. The r value is over half the value of the coefficient of one.

Because the r value is negative, the correlation is a negative relationship,

meaning that if the percentage of the AYP math to increase, then the number of

behavior referrals would then decrease. The r squared value is 49%. This is a

practical relationship because the r squared value is greater than 10%. The p-

value of 0.19 is less than the 0.25 alpha level. This means that there is a not a

significant relationship between AYP math scores and behavior data, with a

chance of a type one error. Also, since the p-value is less than the 0.25 alpha

level, the null hypothesis of there not being a relationship between PBS behavior

data and AYP CA scores is rejected.


CONCLUSIONS AND RECOMMENDATIONS

The information obtained from the data tables was unique. LE‘s

communication arts scores said that when the MAP proficiency levels would

increase, the behavior referrals would also increase. The math scores from LE

yielded a negative relationship in which the behavior referrals would decrease

along with an increase in proficiency levels on the MAP. In both data cases, AYP

communication arts and AYP math, the null hypothesis was rejected. Therefore,

the data tables would show that the null hypothesis of there not being a

relationship between MAP scores and PBS data is intact; In fact, there is NOT a

relationship between the two factors.

Unique data was also obtained from BHE school. Both the AYP data for

communication arts and math yielded a negative relationship from the r value

data. While an increase in proficiency scores on the MAP for communication arts

and math also meant a decrease in behavior referrals. However, the

communication arts data table from BHE held the null hypothesis. The null

hypothesis was upheld and showed that there would not be a relationship

between MAP scores and behavior data. The math table from BHE had different

results. The null hypothesis was rejected, and the hypothesis was intact.

Therefore BHE’s math table would show that there is a relationship between

tracking positive behavior referrals and math MAP data.

One school, LE, using PBS tracks how many behavior referrals they incur

each year. With using PBS, a school would want you to see referral numbers

decrease. The other school, BHE, uses a different approach to their behavior


methods. However BHE also wants to see a decrease in their reactive behavior

contacts and in increase or maintain their proactive contacts. To say that there

is not a relationship between academic achievement and behavior in one school

and there is a relationship in another shows that more information and data

needs to further analyzed. At this point, there is not a clear determination as to if

using Positive Behavior Supports is the best method in correcting students’

behavior in the classroom. However, it would appear that using the PBS model

is not the only way to intervene with student behavior methods, using a traditional

classroom management program works as well.

It is the examiners recommendation that the schools continue to reach

their students in positive ways. Modeling behaviors that are appropriate,

rewarding students for good works, effort, and expectations. Both LE and BHE

try to connect with children in a way that uses preventative and positive methods

before having to react with students in the negative, or reactive, ways. While one

school uses the system of PBS, and the other school chooses to manage

behavior with a more traditional alternative, they both have similar missions of

promoting learning in safe and caring environments.


REFERENCES

Algozzine, B., Wang, C., White, R. et. al. Effects of Multi-Tier Academic and

behavior Instruction on Difficult-to-Teach Students. Exceptional Children, 79(1),

45-64. Retrieved from Academic Search Elite Database

Educational Testing Service Policy Information Report Center (1998). Order in the

Classroom: Violence, Discipline, and Student Achievement. New Jersey:

Barton, P, E. , Coley, R.J., Wenglinsky, H.

Muscott, H., Mann. E, LeBrun, M. Positive Behavioral Interventions and Supports in

New Hampshire: Effects of Large-Scale Implementation of School-wide Positive

Behavior Support on Student discipline and Academic Achievement. Journal of

Positive Behavior Interventions, 10(3), 190-205. doi:

10.1177/1098300708316258

Norton, L. C. (2010). The impact of positive behavior interventions & supports

(PBIS) on student behavior and academic achievement. (Doctoral

dissertation). Retrieved from ProQuest LLC. (UMI 3421365)

Putnam, R. F., Horner, R. H., Algozzine, R. (n.d.) Academic achievement and

the implementation of school-wide behavior support. PBIS Newsletter,

3(1). Retrieved from

http://www.pbis.org/pbis_newsletter/volume_3/issue1.aspx

Yeung, A.S., Mooney, M., et. al., (May 2009). Does School-wide Positive Behavior

System Improve Learning in Primary schools? Some Preliminary findings: New

Horizons in Education, 57(1), 17-32. Retrieved from Ebscohost Database.

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