Date

Spring 2018

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Student engagement in classroom activities promotes deeper learning and higher academic achievement, while noncompliant-disruptive behavior can lead to negative indicators. Acknowledging the need to support students whose conduct falls into the latter category, schools have implemented proactive behavioral systems in various educational contexts. Within one particular approach, School Wide Positive Behavior Interventions and Supports (SWPBS), teachers and staff members employ specific strategies that promote positive student-adult relationships. The current study made use of one manifestation of the Check In, Check Out (CICO) system by providing a Daily Behavior Report Card (DBRC) that included goals related to maintaining eye contact and using desk materials appropriately. Four students with demonstrated behavioral needs participated in an AB single case design study where the research focused on increasing time spent in Appropriately Engaged Behavior (AEB) through the process of providing teacher feedback on a DBRC and embedding a student self-monitoring task. Results demonstrated an increase in AEB across all participants, but did not indicate a functional relationship to the intervention itself based on analysis of Percentage of Non-Overlapping Data (PND). While inconclusive, such positive increases suggest that use of both specific teacher feedback on behavior and self-regulatory practices may be beneficial in increasing AEB in general education middle-school age students.

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