The Effects of Positive Behavior Strategies with Students that are Behaviorally Challenged or Diagnosed with an Emotional Disability
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Date
2017-07-17
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
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Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine the effects of positive behavior support and
behavior specific praise on
Emotionally Disabled or behaviorally challenged students and
determine if those supports would result in an increase of school appropriate behavior within the
classroom setting. The measurement tool in this study was a behavior point sheet and behavior
spe
cific praise documented on the point sheet. This study, which included four participants (N =
4) used a pre
-
experimental design with a pretest
-
postest design to compare points earned for
baseline data and points earned for post
-
intervention data. There was
no significant difference [
t
(3) = 2.60, p =.08] between the points earned during the baseline period (Mean= 541, SD =
278.30) and during the intervention period (Mean = 727.25, SD 166.96). Research should
continue to be conducted on the effects of positi
ve behavior support and behavior specific praise
and whether this praise is able to increase the appropriate behaviors of Emotionally Disabled or
behaviorally challenged students.