Date of Completion
4-24-2014
Embargo Period
4-24-2014
Advisors
Jennifer Freeman, Ph.D., Allison Lombardi, Ph.D.
Field of Study
Educational Psychology
Degree
Master of Arts
Open Access
Open Access
Abstract
Abstract
Developing and implementing proactive interventions within a Positive Behavior Interventions and Supports (PBIS) framework creates a positive instructional environment that results in desired outcomes for students (e.g., improved behavior) and staff (e.g., improved organizational health). To date, most descriptive and empirical studies of PBIS have occurred at the elementary and middle school levels (Horner, Sugai, & Anderson, 2010). If PBIS strategies are to positively impact student success at the high-school level, more examples of evidence-based effective strategies are required. I investigated the effects of a proactive approach of acknowledging appropriate behavior across four high school students using a multiple-baseline across participants design, in which high school students with high rates of tardiness had the opportunity to earn a reward on Friday morning contingent upon arriving to school on time Monday through Friday. Tardiness slightly decreased across all students during the same time, indicating that factors other than the intervention may have affected student behavior. Study limitations and implications for educators and researchers are discussed.
Recommended Citation
Egan, Catherine A., "A Positive Behavior Intervention’s Effect on Student Tardiness to School" (2014). Master's Theses. 591.
https://digitalcommons.lib.uconn.edu/gs_theses/591
Major Advisor
Brandi Simonsen, Ph. D.