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Effects of Positive Behavior
Reinforcement Systems on Student
           Engagement


National University, Department of Education,
    Master of Science in Special Education


            By Carol A. Johnson
Question to the Audience

How many of you have stood in front of an
 audience of young people giving what you
 thought was an awesome lesson and then
       thought, nobody's listening?
Rationale for Action Research Study
In classrooms all around America there exists a distinct
   correlation between motivation and engagement. If
   students are engaged during lesson time they will more
   likely know the answers to questions that are asked by the
   teacher. Because teachers and students are under great
   pressure to perform well on CST, STAR , CELDT,
   Benchmark tests, and Exit Examinations, engagement in
   the classroom becomes more important then ever.

The question that will drive this action research study is: What
   positive behavior reinforcement system (PBRS) practices
  positively impact and ultimately increase student
  engagement?
Reflective Question for the Audience
Do you feel like there is too much pressure on you in
 the classroom to keep academic pace, to meet school
 objectives, or to prepare students for annual testing?
Is there time for remediation?
Is there time to have student-driven discussions?
Overview
Action Research is the process where educators
 can examine a problem that is in close relation
 to their own teaching practice (Mills, 2009).

     It entails the identification of a problem and
    using systematic research techniques to focus on
    possible solutions.

    This Action Research study will be conducted
    over a 9-week period. Data will be gathered in
    two segments, PBRS1 and PBRS2.
What is a Positive Behavior
       Reinforcement System

    A Positive Behavior Reinforcement System
(PBRS), employs positive reinforcers to obtain
  desired behavior outcomes. Behavior
  expectations are determined by the teacher.
  Some examples of positive behavior reinforcers
  are:
        −   Positive notes to students
        −   Verbal Kudos
        −   Report of gains to parents
        −   A choice of preferred activities
Focus on Engagement


    Engagement is made up of two factors;
    motivation and engagement. According to
    Miriam-Webster's Dictionary (2012), the
    definition of “motivate”; is to “impel, coerce”,
    and the definition for “engage”; is to “to be
    held”. As one can see from examining these
    transitive verbs that they are directly related.
Reflective Question to Audience
Think about what motivates you to remain engage
 during class.
Focus on Engagement
There are several competitors for student engagement
 in the classroom.
1. Students' peers
2. Technology
3. Teachers
4. Home Life
Focus on Engagement
Were you surprised to see teachers on the list? I was.
However, a teachers instructional style delivering
 teacher active and student passive pedagogy can lead
 to student disengagement (F. Jones, J. Jones & P.
 Jones, 2007).
Another study conducted by Lee, Robinson, and
 Sebastian, (2012), surveyed teachers and students in
 a high school setting. Respondents reported a lack of
 consistency in curriculum delivery.
Figure 1 – Factors Effecting Student
  Figure 1. Engagement
                                      Student Engagement



                                 Technology          Teaching Style
               Students                                                      Personal




                                                     Teacher/Active              Home Life,
Friends and               Phones, Video Games,
                                                     Student/Passive             Hungry,Tired
non- Friends              TV, Computers


        Figure A. Outlines the factors that effect student engagement in the classroom.
        The four areas that are compromising student engagement in the classroom are:
        students, technology, teaching style, and personal Issues .
         Hastings, Karas, Winsler, Way, Madigan, & Tyler, 2009;
         Jones, F., 2009; McLeod, 2012; NEA, 2011; Graham, 2011.
Review of Literature
When beginning an action research study, one must
 research prior studies that have been done in the
 researcher's subject.


For this study, over 20 peer reviewed studies were
  reviewed. During the review of literature process,
  themes evolved that gave the researcher an
  opportunity to rethink solutions to the engagement
  problem.
Review of Literature: Key Themes

The following themes emerged from the review of
 literature process of the action research study.

    Focus on Engagement

    Understanding Reinforcers

    School-wide Positive Behavior Systems

    Stand-alone Positive Behavior Systems

    Teacher Resiliency and Equity

    Positive Behavior Reinforcement System Tools
Understanding Positive Reinforcers

    According to Daniels (2000) there are four types of
    reinforcers: (a) positive, (b) negative, ( c)
    punishment, and (d) penalty.

    The two major types of reinforcers used in education
    are positive and negative reinforcers.

    Positive reinforcements can increase desired
    behaviors, while negative reinforcements can
    increase undesirable behaviors.
Reflective Question to Audience
Do you incorporate any positive reinforcers into your
 daily classroom practices?


What does positive reinforcers look like in your
 classroom?


What does negative reinforcers look like in your
 classroom?
School-wide Positive Behavior Systems

    School-wide Positive Behavior Systems use positive
    reinforcers to encourage positive behaviors on a
    large scale. According to Bradshaw, Debnam, and
    Pas, (2012), some of the reinforcers used at schools
    are:
        −   Catch students being good games
        −   School Wide set of behavioral expectations
        −   School-wide use of positive notes
        −   The Tiered system to offer more intensive services
            for students who require it.
        −   Mentoring programs
Stand-alone Positive Behavior Systems

    Stand-alone Positive Behavior Systems are
    programs that can be used on a small scale. These
    systems are more in a teacher's locus of control.
    Some example of stand-alone systems are:
        −   Self-monitoring systems
        −   Card Systems
        −   Point Systems
        −   Classroom behavioral expectation instruction
        −   Tangible rewards
        −   Positive reports of student progress
Teacher Resiliency and Equity

    Teaching in K-12 schools can be very stressful. Working
    as a Special education teacher can be even more
    challenging. Many students have behavior issues built into
    to their diagnoses (Mauro, 2012). This makes it hard for
    districts to retain good teachers in this high demand area
    (Shook, 2012).

    According to Homes, Romer, and Ross, (2012), teachers
    who taught at Positive Behavior Schools reported less
    burnout.

    According to Cox, Nelson, and Young, (2010), in order to
    sustain any PBRS program, teachers need to be given
    regular feedback, and be provided with incentives and
    rewards.
Reflective Question for Audience
Burnout happens to teachers all the time. What steps
 can you take to prevent this from happening to you?
Positive Behavior System Tools

    There are some tools that teachers can employ to
    help them observe, evaluate, and monitor student
    behaviors. The Functional Behavior Assessment
    (FBA) and Direct Behavior Rating Forms (DBR)
    can be used by teachers with practice. For this study
    the DBR form was chosen. It utilizes a linear graph
    scale to assist with teacher observations. Teachers
    simply put a mark on the line to measure the desired
    or undesired behavior (See Figure 2).
Figure 2
Example DBR Form for the Classroom
Positive Behavior Intervention

    The Positive Behavior Intervention chosen for this
    study was the self-monitoring system (See Figure 3).
     The system uses a form that students mark at
    intervals to measure the progress in the teacher
    inspired domains. The domains chosen for this
    study were:
        −   Respect
        −   Responsibility
        −   Work Completion
        −   Safety
Figure 3 – Student Self-Monitoring
              Form
Data Collection and Analysis
        Focus on Triangulation

    Data analysis for the study will be done in two
    segments. The first segment will be PBRS1 and
    the other PBRS2.

    PBRS1 & PBRS2 – Data that will be gathered
    will be parent surveys, researcher field notes,
    and student records.

    The data will be kept in a secure location and
    students will be given number identifiers to
    protect their identity. At the end of PBRS2, data
    will be compared and results will be reported.
Implications for Practice
Most predictors for a successful PBRS program were
 designs that included: classroom procedures and
 management, coupled with implementation practices
 involving goals and incentives.


Other practices included: Teaching students social
 skills, role play expectations, check-ins with
 students, set routines for everything, report gains to
 parents, and routinely giving student choices.
Are There Any Questions
Please complete the survey through
  surveymonkey.com It will be available online from
  the following
URL: http://www.surveymonkey.com/s/Z2BQQ9N


    All Questions are good questions!
References
Axelson, R., & Flick, A., (2011, January/February). Defining student engagement
  change. The Magazine of Higher Learning, 43(1), 38-43.
Bradshaw, C., Debnam, K., & Pas, E., (2012, July). Secondary and tertiary systems in
   schools implementing school-wide positive behavior interventions and supports: A
   preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14(3),
   142-152. doi:10.1177/1098300712436844
Carter, c., Reschly, A., Lovelace, M., Appleton, J., Thompson, D., (2012). Measuring
   student engagement among elementary students: Pilot of the student engagement
   instrument-Elementary version. School Psychology Quarterly, 27(2), 61-73. doi:
   1011037/t14378-000
Cox, G., Nelson, J., Young, E., & Young, B., (2010). Preventing school failure, 54(2)
  119-125.
Daniels, A., (2000). Bringing out the best in people: How to apply the astonishing
  power of positive reinforcement. New York, NY: McGraw-Hill.
References
Homes, R., Romer, N., & Ross, S., (2012, April). Teacher well-being and
  implementation of SWPB Interventions and Supports. Journal of Positive Behavior
  Interventions, 14(2), 118-128. doi: 10.1177/1098300711413820
Lee, V., Robinson, S., & Sebastian, J., (2012, Feb/Mar). The quality of instruction in
   urban schools: Comparing mathematics and science to English and social studies
   classes in Chicago. 95(3), 14-48.
Mauro, T., (2012). The ABCs of behavior management. Retrieved from
  http://specialchildren.about.com/d/behaviorissues/tp/ABCs.htm
Mills, G., (2009). Action research: A guide for the teacher researcher. (4 th Ed.) Upper
   Saddle River, NJ: Prentice Hall, Inc.
Miriam-Webster. (2012). M-w.com Retrieved from http://search
  .yahoo.com/search;_ylt=A1HfggoetoTmzvhy69D6d1WbvZx4?
  p=miriam+webster&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-701
Shook, A., (2012, March). A study of preservice educators' dispositions to change
  behavior management strategies. Preventing school failure, 56. Retrieved from
  http://dx.doi.org.ezproxy.nu.edu/10.1080/1045988X.2011.606440

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Carol A Johnson Pbr Spresentation

  • 1. Effects of Positive Behavior Reinforcement Systems on Student Engagement National University, Department of Education, Master of Science in Special Education By Carol A. Johnson
  • 2. Question to the Audience How many of you have stood in front of an audience of young people giving what you thought was an awesome lesson and then thought, nobody's listening?
  • 3. Rationale for Action Research Study In classrooms all around America there exists a distinct correlation between motivation and engagement. If students are engaged during lesson time they will more likely know the answers to questions that are asked by the teacher. Because teachers and students are under great pressure to perform well on CST, STAR , CELDT, Benchmark tests, and Exit Examinations, engagement in the classroom becomes more important then ever. The question that will drive this action research study is: What positive behavior reinforcement system (PBRS) practices positively impact and ultimately increase student engagement?
  • 4. Reflective Question for the Audience Do you feel like there is too much pressure on you in the classroom to keep academic pace, to meet school objectives, or to prepare students for annual testing? Is there time for remediation? Is there time to have student-driven discussions?
  • 5. Overview Action Research is the process where educators can examine a problem that is in close relation to their own teaching practice (Mills, 2009).  It entails the identification of a problem and using systematic research techniques to focus on possible solutions.  This Action Research study will be conducted over a 9-week period. Data will be gathered in two segments, PBRS1 and PBRS2.
  • 6. What is a Positive Behavior Reinforcement System  A Positive Behavior Reinforcement System (PBRS), employs positive reinforcers to obtain desired behavior outcomes. Behavior expectations are determined by the teacher. Some examples of positive behavior reinforcers are: − Positive notes to students − Verbal Kudos − Report of gains to parents − A choice of preferred activities
  • 7. Focus on Engagement  Engagement is made up of two factors; motivation and engagement. According to Miriam-Webster's Dictionary (2012), the definition of “motivate”; is to “impel, coerce”, and the definition for “engage”; is to “to be held”. As one can see from examining these transitive verbs that they are directly related.
  • 8. Reflective Question to Audience Think about what motivates you to remain engage during class.
  • 9. Focus on Engagement There are several competitors for student engagement in the classroom. 1. Students' peers 2. Technology 3. Teachers 4. Home Life
  • 10. Focus on Engagement Were you surprised to see teachers on the list? I was. However, a teachers instructional style delivering teacher active and student passive pedagogy can lead to student disengagement (F. Jones, J. Jones & P. Jones, 2007). Another study conducted by Lee, Robinson, and Sebastian, (2012), surveyed teachers and students in a high school setting. Respondents reported a lack of consistency in curriculum delivery.
  • 11. Figure 1 – Factors Effecting Student Figure 1. Engagement Student Engagement Technology Teaching Style Students Personal Teacher/Active Home Life, Friends and Phones, Video Games, Student/Passive Hungry,Tired non- Friends TV, Computers Figure A. Outlines the factors that effect student engagement in the classroom. The four areas that are compromising student engagement in the classroom are: students, technology, teaching style, and personal Issues . Hastings, Karas, Winsler, Way, Madigan, & Tyler, 2009; Jones, F., 2009; McLeod, 2012; NEA, 2011; Graham, 2011.
  • 12. Review of Literature When beginning an action research study, one must research prior studies that have been done in the researcher's subject. For this study, over 20 peer reviewed studies were reviewed. During the review of literature process, themes evolved that gave the researcher an opportunity to rethink solutions to the engagement problem.
  • 13. Review of Literature: Key Themes The following themes emerged from the review of literature process of the action research study.  Focus on Engagement  Understanding Reinforcers  School-wide Positive Behavior Systems  Stand-alone Positive Behavior Systems  Teacher Resiliency and Equity  Positive Behavior Reinforcement System Tools
  • 14. Understanding Positive Reinforcers  According to Daniels (2000) there are four types of reinforcers: (a) positive, (b) negative, ( c) punishment, and (d) penalty.  The two major types of reinforcers used in education are positive and negative reinforcers.  Positive reinforcements can increase desired behaviors, while negative reinforcements can increase undesirable behaviors.
  • 15. Reflective Question to Audience Do you incorporate any positive reinforcers into your daily classroom practices? What does positive reinforcers look like in your classroom? What does negative reinforcers look like in your classroom?
  • 16. School-wide Positive Behavior Systems  School-wide Positive Behavior Systems use positive reinforcers to encourage positive behaviors on a large scale. According to Bradshaw, Debnam, and Pas, (2012), some of the reinforcers used at schools are: − Catch students being good games − School Wide set of behavioral expectations − School-wide use of positive notes − The Tiered system to offer more intensive services for students who require it. − Mentoring programs
  • 17. Stand-alone Positive Behavior Systems  Stand-alone Positive Behavior Systems are programs that can be used on a small scale. These systems are more in a teacher's locus of control. Some example of stand-alone systems are: − Self-monitoring systems − Card Systems − Point Systems − Classroom behavioral expectation instruction − Tangible rewards − Positive reports of student progress
  • 18. Teacher Resiliency and Equity  Teaching in K-12 schools can be very stressful. Working as a Special education teacher can be even more challenging. Many students have behavior issues built into to their diagnoses (Mauro, 2012). This makes it hard for districts to retain good teachers in this high demand area (Shook, 2012).  According to Homes, Romer, and Ross, (2012), teachers who taught at Positive Behavior Schools reported less burnout.  According to Cox, Nelson, and Young, (2010), in order to sustain any PBRS program, teachers need to be given regular feedback, and be provided with incentives and rewards.
  • 19. Reflective Question for Audience Burnout happens to teachers all the time. What steps can you take to prevent this from happening to you?
  • 20. Positive Behavior System Tools  There are some tools that teachers can employ to help them observe, evaluate, and monitor student behaviors. The Functional Behavior Assessment (FBA) and Direct Behavior Rating Forms (DBR) can be used by teachers with practice. For this study the DBR form was chosen. It utilizes a linear graph scale to assist with teacher observations. Teachers simply put a mark on the line to measure the desired or undesired behavior (See Figure 2).
  • 21. Figure 2 Example DBR Form for the Classroom
  • 22. Positive Behavior Intervention  The Positive Behavior Intervention chosen for this study was the self-monitoring system (See Figure 3). The system uses a form that students mark at intervals to measure the progress in the teacher inspired domains. The domains chosen for this study were: − Respect − Responsibility − Work Completion − Safety
  • 23. Figure 3 – Student Self-Monitoring Form
  • 24. Data Collection and Analysis Focus on Triangulation  Data analysis for the study will be done in two segments. The first segment will be PBRS1 and the other PBRS2.  PBRS1 & PBRS2 – Data that will be gathered will be parent surveys, researcher field notes, and student records.  The data will be kept in a secure location and students will be given number identifiers to protect their identity. At the end of PBRS2, data will be compared and results will be reported.
  • 25. Implications for Practice Most predictors for a successful PBRS program were designs that included: classroom procedures and management, coupled with implementation practices involving goals and incentives. Other practices included: Teaching students social skills, role play expectations, check-ins with students, set routines for everything, report gains to parents, and routinely giving student choices.
  • 26. Are There Any Questions Please complete the survey through surveymonkey.com It will be available online from the following URL: http://www.surveymonkey.com/s/Z2BQQ9N  All Questions are good questions!
  • 27. References Axelson, R., & Flick, A., (2011, January/February). Defining student engagement change. The Magazine of Higher Learning, 43(1), 38-43. Bradshaw, C., Debnam, K., & Pas, E., (2012, July). Secondary and tertiary systems in schools implementing school-wide positive behavior interventions and supports: A preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14(3), 142-152. doi:10.1177/1098300712436844 Carter, c., Reschly, A., Lovelace, M., Appleton, J., Thompson, D., (2012). Measuring student engagement among elementary students: Pilot of the student engagement instrument-Elementary version. School Psychology Quarterly, 27(2), 61-73. doi: 1011037/t14378-000 Cox, G., Nelson, J., Young, E., & Young, B., (2010). Preventing school failure, 54(2) 119-125. Daniels, A., (2000). Bringing out the best in people: How to apply the astonishing power of positive reinforcement. New York, NY: McGraw-Hill.
  • 28. References Homes, R., Romer, N., & Ross, S., (2012, April). Teacher well-being and implementation of SWPB Interventions and Supports. Journal of Positive Behavior Interventions, 14(2), 118-128. doi: 10.1177/1098300711413820 Lee, V., Robinson, S., & Sebastian, J., (2012, Feb/Mar). The quality of instruction in urban schools: Comparing mathematics and science to English and social studies classes in Chicago. 95(3), 14-48. Mauro, T., (2012). The ABCs of behavior management. Retrieved from http://specialchildren.about.com/d/behaviorissues/tp/ABCs.htm Mills, G., (2009). Action research: A guide for the teacher researcher. (4 th Ed.) Upper Saddle River, NJ: Prentice Hall, Inc. Miriam-Webster. (2012). M-w.com Retrieved from http://search .yahoo.com/search;_ylt=A1HfggoetoTmzvhy69D6d1WbvZx4? p=miriam+webster&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-701 Shook, A., (2012, March). A study of preservice educators' dispositions to change behavior management strategies. Preventing school failure, 56. Retrieved from http://dx.doi.org.ezproxy.nu.edu/10.1080/1045988X.2011.606440