Fellows, Deidra2017-07-182017-07-182017-07-17http://hdl.handle.net/11603/4365The 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.38 pagesen-USCollection 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.Positive Behavior Supports Emotional DisabilityEducation -- Research papers (Graduate).Text