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).
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
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