Browsing by Subject "Behavior modification -- Research."
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Item The Effect of Behavior Modification Programs on the Behaviors of High School Students(2013-05) Vargo, George W. III; Masters of EducationThe purpose of the study was to determine whether behavior modification programs would affect the behaviors of high school students. The null hypothesis was supported, indicating that the use of the behavior modification program in this study did not impact the behaviors of the students in the sample. The behavior modification program used in this study was based off of the positive behavior supports model, using a reward system. The study was organized in a quasiexperimental design and used convenience sampling. The sample included 24 students in a standard American Government course at a middle class, Baltimore area, suburban high school. The treatment took the form of a positive behavior rewards system. Treatment was administered to the subjects over a three-week period. Data was collected three times during the treatment using a qualitative data collection tool. Data was then analyzed using a chi square statistic. The results of the research suggest that further research should be conducted in varying demographic settings to evaluate the effectiveness of positive behavior rewards system.Item Reward Systems, Positive Behavior Interventions, and Student Achievement(2013-03) Luzier, Chad; Masters of EducationThis study was designed to determine the impact of a School-Wide Positive Behavior Intervention (SWPBIS) reward system on student achievement. The study utilized a quasi-experimental design to determine the impact of a PBIS reward system on student achievement. The dependent variable in this study was the level of student achievement as measured by the third quarter math topic tests provided by Anne Arundel County Public Schools. In this study the independent variable was the “tiger tickets” given as a means of positive reinforcement for positive behaviors exhibited. The participants in this research were 32 fourth-grade students ranging in age from nine to ten years old from an elementary school located in Central Maryland. This study implies that the number of times students are rewarded for positive behavior may or may not have a statistically significant influence upon the students’ math test scores based on students’ race/ethnicity. Achievement gains were slightly higher in low performing students, especially those of African American heritage. These students demonstrated both statistically and educationally significant growth on the math assessment throughout this study.Item School-wide Positive Behavior Intervention Programs and Aggressive Behavior in Elementary Students(2013-07) Johnson, Barbara; Masters of EducationThe purpose of this study is to review a school-wide Positive Behavior Intervention and Supports program (PBIS) and to discuss its effectiveness in decreasing physically aggressive behavior in elementary students over time as school personnel and students become more familiar with the program and its components get fine-tuned. This study used a retrospective pre-experimental design with a variant of a one-group pretest-post-test design. Subjects (n=9) served as their own controls. Subjects (n=9) were selected based on a “high” score on the dependent variable under the first condition if they had two or more referrals for physically aggressive behavior in the first school year of implementation and were considered frequent offenders. Dependent variable data was collected over the first school, 2011-2012 and the second year, 2012-2013 in a diverse public elementary school. During the 2012-2013 school year, revisions were made to the program and more individualized interventions were put in place for the frequent offenders. There was no significant difference in the mean number of office referrals in the first year 2011-2012 (Mean = 6.00, SD = 4.42) and the second year of 2012-2013 (Mean = 4.89, SD = 4.14) [t (8) = .52, p > .05] among frequent offenders. Implications are discussed including the need for PBIS team needs to provide additional training to the staff regarding how to manage individual students with more aggressive and challenging behaviors. Targeted, data-driven interventions must be put in place for the frequent offenders.