ACADEMICS AND BEHAVIOR 1
RUNNING HEAD: ACADEMICS AND BEHAVIOR
CONNECTING ACADEMICS TO BEHAVIOR: DOES POSITIVE BEHAVIOR SUPPORTS AFFECT ACADEMIC OUTCOME?
By
REBECCA DAVIS
Submitted to
Educational Leadership Faculty
Northwest Missouri State University Missouri
Department of Educational Leadership
College of Education and Human Services
Maryville, MO 64468
Submitted in Fulfillment for the Requirements for
61-683 Research Paper
Fall 2013
June 27, 2014
ACADEMICS AND BEHAVIOR 2
ABSTRACT
Behavior data was analyzed to find if there was a relationship to using the
School-wide Positive Behavior Supports program to help increase academic
achievement. Data was collected from two elementary schools. Academic data,
MAP scores in communication arts and math, were analyzed against behavior
referral numbers. Statistical information was obtained through a correlation
analysis. Information yielding from the reports indicate that PBS may have an
influence in growth of academic scores, but should not be counted as the only-
sole reason. One school using PBS had differing relationships between PBS and
MAP scores between the areas of communication arts and math. The school
that does not use PBS also had differing relationships between CA and math.
ACADEMICS AND BEHAVIOR 3
INTRODUCTION
Educators in the classroom constantly seek ideas to engage their students
in the content. Teachers know that students involved in the content, listening
attentively, and participating in activities are more likely to learn the material and
do well on assessments. However, issues arise in the classroom that distract
students from learning. Whenever students are disruptive or disrespectful to
others, less learning takes place. A new behavior program has been widely
accepted by many school districts. Positive Behavior Supports is designed to
help teachers with incentivizing students positively for following the expectations.
Rewarding students is in hopes of minimizing office discipline referrals and out-
of-classroom time. So, the real question is posed. Is there a relationship
between Positive Behavior Supports and academic achievement? The study will
look to see if there is a connection or just a coincidence.
Practice under Investigation
The practice under investigation will analyze the relationship between
student achievement and the Positive Behavior Support system. Do students
achieve well on standardized assessment scores because the behavior
outcomes are set school-wide? The study will look at the Missouri Assessment
Program data provided by the Department of Elementary and Secondary
Education for a specific school district data that uses the Missouri PBS model,
and data for the on a district that tracks behavior incidents without using the
model of PBS.
ACADEMICS AND BEHAVIOR 4
School Policy to be Informed by Study
Currently, a Midwestern Missouri School District uses the school wide
behavior program, Positive Behavior Supports. Specifically, an elementary
school to be known as LE has adopted the program in 2008-2009 school year.
With this behavior program adoption also came the three-tiered model of
reaching students with instruction as well. Response to Intervention and Positive
Behavior Supports seem to go hand in hand. PBS is just another way that
teachers can assist students in the classroom. PBS positively rewards all
students for showing the expected behaviors as taught and reinforced daily
throughout the areas of the school. PBS also goes beyond that to work with
students that are missing a social skill and work with groups of students to
correct problem behaviors. Lastly, PBS targets students with chronic and major
behaviors. ESSD strongly believes that with the implementation of PBS,
students spend more time in the classroom and therefore, more teaching time is
able to happen with each student. This increase in teaching time is promise to
help with higher MAP scores. This study will see if the more time in the
classroom is connected to student achievement on MAP scores since the 2008-
2009 to the 2012-2013 school year.
Conceptual Underpinning
Many schools look for ways to improve their students’ performance in the
areas of reading and mathematics. A variety of researched based strategies
have been incorporated into the daily instruction for improving academics.
ACADEMICS AND BEHAVIOR 5
However, on a daily basis teachers are also looking for ways to motivate,
engage, and manage student classroom behaviors. There are minimal research-
based strategies for behavior routines and practices for teachers. One technique
that many school districts are leaning towards is Positive Behavior Supports.
This program addresses school wide behaviors to minimize the number of office
referrals and maximize the time spent inside the classroom. PBS offers all
students in the school incentives for showing expected behaviors by rewarding
them positively with tangible incentives and verbal praise. Many schools around
the country are transitioning from traditional classroom management techniques
to this school-wide program of behavior management with the underlying idea
that academic performance will improve as well.
Statement of the Problem
If there is a relationship between student behavior and student
achievement, teachers should know what programs and strategies are most
effective so they can have order in their classroom and success with student
learning.
Purpose of the Study
The purpose of the study is to gain information about Positive Behavior
Supports (PBS) as it is implemented in the elementary school setting. As a
teacher of small children, I am very interested in motivating children to perform
well in academics. I try to encourage the children in my classroom with positive
ACADEMICS AND BEHAVIOR 6
rewards and incentives to get them interested in the curriculum, show respect
and build responsibility. In my opinion, children respond better to adults and
tasks when they feel that they are being successful and correctly praised for
doing what is being asked. Children tend to perform poorly on tasks when they
don’t see the connection to the content, or don’t feel that the adult cares about
them as an individual while in their classroom.
Research Question(s)
RQ #1: Is there a relationship between Positive Behavior Supports (PBS) and
academic achievement?
RQ #2: Is there a difference in student achievement with implementation of
PBS compared to other traditional classroom management?
Null Hypothesis(es)
Ho #1: There is no relationship between Positive Behavior Supports (PBS)
and academic achievement?
Ho #2: There is no difference in student achievement with implementation of
PBS compared to other traditional classroom management?
Anticipated Benefits of the Study
The researcher anticipates to find literature on the topic of using Positive
Behavior Supports. Then, a case study will be completed using A Statistical
Package software program. It is anticipated that the study will show a
ACADEMICS AND BEHAVIOR 7
relationship between the implementation of a Positive Behavior Supports
program and student achievement in academics. It is the theory of the researcher
that when more students are positively rewarded, engaged in the content, and
on-task, then the more students are able to perform well in the classroom and
show improvement in their learning on state standardized tests.
Definition of Terms
PBS or PBIS- Positive Behavior Supports or Positive Behavior Intervention
Support- A three tiered model that refers to a systems change process for
an entire school or district. The underlying theme is teaching behavioral
expectations in the same manner as any core curriculum subject.
DESE- Department of Elementary and Secondary Education
RtI- Response to Intervention- multi-tier approach to the early identification and
support of students with learning and behavior needs.
MAP- Missouri Assessment Program- A standardized test that is given to every
child in grades 3 through 12 in the area of mathematics, communication
arts, science, and social studies.
ASP: A statistical package is a software program that uses a matrix data table to
analyze information for statistical purposes.
ACADEMICS AND BEHAVIOR 8
Summary
A study was conducted to see if there was a relationship between student
achievement and student behaviors in the classroom. The theory is that students
who spend more time in the classroom, with minimal classroom disruptions and
off-task behaviors, achieve more and show success on examinations. Using the
school-wide program of PBS, teachers are able to teach the expectations to all
students, reward students that are showing those behaviors, reteach students
that are struggling, and keep track office discipline referrals of specific behaviors,
time, and location. After the study is completed, school districts will be able to
analyze if using a school wide behavior program such as PBS is beneficial to
student achievement.
ACADEMICS AND BEHAVIOR 9
REVIEW OF LITERATURE
Many teachers believe that classroom management is the first essential
step in the ability to teach a set of students. Is this just common practice or is it
sound teaching advice? In a pole from American Federation of Teachers,
respondents indicated that disruptive behavior is the result of more than four
hours of instructional time lost, and also a leading cause for why teachers do not
return to the classroom (Norton, 2010). More than anything, teachers want
students to achieve. Teachers spend hours preparing for lessons, finding
resources, and developing assessments that will not only engage students, but
meet curriculum objectives. Norton also says that more and more school districts
are looking towards a way to improve their students’ academic achievements in
school and reward their behaviors, instead of reacting to disruptions and
suspending students.
The use of Positive Behavior Supports is not a new idea, but a relatively
new initiative with a focus on accountability in student achievement. The PBIS
organization out of New Hampshire categorize the goals of PBS into four areas
of need: (a) decrease office discipline referrals, (b) increase time for academic
engagement, (c) improve achievement in academics, and (d) improve school and
family relationships. (Muscott, et al , 2010) In the third volume of the PBIS
Newsletter, Putnam, et. al, studied a group of thirteen schools that in just five
years made improvements in their state standardized test scores. The adoption
of PBS was attributed to ten of these thirteen school’s growth on standardized
tests. PBS is tier-modeled, much like the educational trend and theory of
ACADEMICS AND BEHAVIOR 10
Response to Intervention Behavior Intervention in the Total School (BITS) and
Positive Behavior Supports are essentially the same ideas under different
names. BITS was used with the entire school body in North Carolina to enhance
overall behavior with positive statements and purpose of expectations. Social
Skill Interventions between small groups of students with common social needs
provided extra support for identified Tier 2 students. Also, Tier 3 interventions for
individual students were implemented with functional behavior assessments to
diagnose behavior instruction needs. (Algozzine, et al, 2012)
The implementation and use of Positive Behavior Supports is not always
supported by teachers. It can be difficult and overwhelming to start a new school
initiative. And, all too often teachers have the impression, that this is just another
program that will be gone when administration changes in the next few years.
So, why bother to use PBS correctly anyway? Chityiyo and Wheeler (2009)
address opinions from the PBS opposition in their article in Remedial and Special
Education journal. Many teachers say that the PBS program calls for lots of
assessment and data collection on student behaviors which many teachers don’t
feel like they have enough time to process or record. These authors go on to say
that in order to properly implement PBS, there must be a documented system for
dealing with the behavior violations and buy-in or ownership from staff and
administration for dealing with problems. When teachers already feel stressed
out with planning lessons, contacting parents, meeting with administrators, and
finding time to do extra-curricula’s with students or committee work,
implementing a new program can seem like such an added chore.
ACADEMICS AND BEHAVIOR 11
The study from Muscott, et al (2008) revealed that while there was not a
lot of progress made in these 28 New Hampshire schools in the area of reading
and language, math scores improved, more instructional time was gained, and
teaching and learning time was significantly enhanced. The benefits to using
PBS in a school is to help not only the student, but also the teacher. Successful
implementation of PBS would create not just more, but better use of time for the
teacher. In the New Horizons for Education journal, Yeung and Mooney (2009)
say that the system is supposed to enhance the capacity of schools effective
practices in dealing with behavior conducts so that all students are able to
improve their focus and have achievement in their academics. If student
disruptions were minimal, then there would be less interference in student
learning, and therefore more engaged, time on-task learning, within each
classroom. According to Educational Testing Service Policy Information Report
Center (1998), schools far and wide experience problems with student behaviors.
They also stat that “the issue of school disorder is more than just a security and
safety problem; it is a critical factor in student academic achievement”. In order
to improve student success in the classroom, using practical student disciplinary
policies tend to lower the level of misbehavior of students. So, it would make
sense that teachers take time in the beginning of the school year to talk about
behavior. Not only does it set the tone for the school year, but setting these
expectations help to minimize disruptions and provide better learning for all.
ACADEMICS AND BEHAVIOR 12
RESEARCH METHODS
Research Design
A quantitative study was conducted to see if there was a relationship
between student achievement and the implementation of PBS. The independent
variable was the number of behavior referrals while the dependent variable was
Adequate Yearly Progress (AYP) obtained from the Missouri Assessment
Program (MAP). If there is a relationship between student achievement and
using a school wide behavior program, teachers should be encouraged to use
the program and reward students positively for following the expectations of the
program, so that they may show better scores in the assessments they take.
Study Group Description
Students from two different elementary schools in the larger Midwest
Missouri area were analyzed. One elementary has been using the school wide
model of PBS since the 2007-2008 school year. LE is more of a rural type
demographic with an average of 87% population over that past five years that is
Caucasian-white. The attendance rate over the past four years has an average
of 91%. The K-5 school services a 51% free or reduced lunch population as well.
The other school, BHE, does not use PBS as their behavior management.
However, they do track all positive interactions and all reactive contacts made
with students to a “recovery room”. BHE is located in more of an urban location.
Also serving K-4 students, their demographics were mostly 82% Caucasian-
white, 6% Hispanic, and the remaining were largely African-American/Black.
ACADEMICS AND BEHAVIOR 13
With a 95% attendance group, the school services about 42% of the students
with free or reduced students for lunch.
Data Collection and Instrumentation
PBS behavior data was obtained from LE school by the administration and
the “focus room” teacher. Data from BHE was obtained from records of the
“recovery room” teacher and verified by the administrator. Academic scores
were collected from DESE in order to see student achievement levels.
Statistical Analysis Methods
A correlation test was conducted to analyze a possible relationship
between student achievement and the School-Wide Positive Behavior Support
program. The two data sources were broken into two groups, those that used
PBS in the school to teach and model behaviors, and those that did not use the
PBS model of teaching and correcting behavior. The mean, the r value, r
squared value, and the p-value were concluded from this test. The alpha level
was set at 0.25 to test the null hypothesis. The correlation was tested to see the
strength, the practicality, and the direction of the relationship. The null
statements are as follow: There is no relationship between Positive Behavior
Supports (PBS) and academic achievement? There is no difference in student
achievement with implementation of PBS compared to other traditional
classroom management?
ACADEMICS AND BEHAVIOR 14
0200400600800100012001400
2008‐09 2009‐10 2010‐11 2011‐2012 2012‐2013 2013‐2014(August toNovember)
707
940
665868
1249
457
159 193 140 161 215 131
LE Focus Room and Office Referrals
Total Referrals
Number of Students
FINDINGS
The tables, charts, and narratives below indicate the data obtained from
DESE and school administrators in regards to study on behavior and academics.
Figure 1
LE Focus Room and Office Referrals Total Referrals Number of Students 2008-09 707 159 2009-10 940 193 2010-11 665 140 2011-2012 868 161 2012-2013 1249 215 2013-2014 (August to November)
457 131
Mean 814.33 166.50 Median 787.50 160.00 Minimum 457.00 131.00 Maximum 1249.00 215.00 Standard Deviation 271.70 31.95
Figure 2
ACADEMICS AND BEHAVIOR 15
As a Positive Behavior Supports school, LE began tracking the number of
behavior referrals. Figures 1 and 2 show the amount of behavior referrals, and
also shows the total number of students that generated those referrals. In the
2008-2009 school year, there were 159 students that were referred to the focus
room or the office 707 times. The following year, 193 students were referred to
increase the school-wide discipline referrals to 940. In 2010-2011, administration
changed in its leadership of the assistant principal. The number of referrals
decreased greatly, as did the number of students generating those referrals.
There were 140 students that generated 665 referrals. Again, there was a
change in leadership as a different assistant principal came to LE school in 2011-
2012. Referrals increased to 868, almost 200 more than the previous year. The
number of students generating the referrals was 161, almost 20 students more.
In 2012-2013, both the principal and assistant principal were new to the building.
Focus room and office referrals were at their highest point since tracking the
behavior data in the last 5 years. There were 215 students referred to the focus
room or the office 1249 times. Lastly, the chart shows a partial school year for
2013-2014. There was a decrease in the amount of students generating the
referrals, and also the amount of referrals. As of November 2013, there were
131 students that were referred 457 times.
ACADEMICS AND BEHAVIOR 16
Figure 3
LE Missouri MAP Testing Data 2009 2010 2011 2012 2013 CA 43.4 47.6 46 52.3 51.2 MATH 44.2 43.5 54.5 54.3 54 MEAN 43.8 45.55 50.25 53.3 52.6 MEDIAN 43.8 45.55 50.25 53.3 52.6 MAX 44.2 47.6 54.5 54.3 54 MIN 43.4 43.5 46 52.3 51.2 STAN DEV 0.57 2.90 6.01 1.41 1.98
Figure 4
In 2009, when LE first began the PBS model of incentivizing positives to
try to decrease the negatives, their academic structures changed as well. It is
important to note that LE not only implemented the Positive Behavior Supports in
their school, but Response to Intervention as well. Figures 3 and 4 show the end
of the 2008-2009 school year, in which the percentage of students scoring
proficient or higher on the communication arts MAP was 43.4%. For math,
0
10
20
30
40
50
60
2009 2010 2011 2012 2013
43.447.6 46
52.3 51.2
44.2 43.5
54.5 54.3 54
LE MAP DataPercentage of Advanced or Proficient
CA
MATH
ACADEMICS AND BEHAVIOR 17
students scored 44.2% proficient or advanced. The next school year, CA
improved to 47.6%, but dropped again in 2011 to 46%. Math however, dropped
in 2010 to 43.5%, but had more than a 10% increase in 2011 to 54.5%. In the
year 2012, scores for CA improved and got LE back in a positive trend line,
reaching 52.3%. Math held steady at 54.3%. At the end of the 2012-2013
school year, with a change in administrators, scores stayed consistent with
51.2% of students scoring proficient or advanced in the area of communication
arts, and 54% of students scoring proficient or advanced in the area of math.
Figure 5 BHE Behavior Data
Number of Contacts
Proactive Reactive Total
Students Seen
2008-09 1168 477 691 399 2009-10 961 350 611 395 2010-11 680 423 257 286 2011-2012 689 431 258 130 2012-2013 929 653 276 100 2013-2014 (August to November)
332 226 106 94
Mean 793.17 426.67 366.50 234.00 Median 809.00 427.00 267.00 208.00 Minimum 332.00 226.00 106.00 94.00 Maximum 1168.00 653.00 691.00 399.00 Standard Deviation 291.02 141.38 230.17 144.38
ACADEMICS AND BEHAVIOR 18
Figure 6
BHE school kept track of its school wide behavior data differently because
they are not a PBS school. The administration record of the number of contacts,
both proactive and reactive for the past 5 years as demonstrated in Figures 5
and 6. In the 2008-2009 school year, there were 1168 contacts in the recovery
room with 399 students. While 477 visits were proactive, there were 691
reactive, problem-occurred incidents. The next year, 2009-2010, the number of
contacts decreased by about 200. There were 961 contacts. Almost 100 less
were proactive, 350, while about the same number as the first year were
reactive, 611. Also, there were about the same number of students seen, 395,
as the first year. In the 2010-2011 school year, there were 680 number of
contacts by 286 students; quite a decline as in the previous school year. There
were 423 proactive contacts but only 257 reactive contacts. In the 2011-2012
school year, the numbers were very similar as in the year before. However 50
less students generated the number of contacts. There were 689 visits, 431
0
200
400
600
800
1000
1200
2008‐09 2009‐10 2010‐11 2011‐2012 2012‐2013 2013‐2014(August toNovember)
1168
961
680 689
929
332
477350
423 431
653
226
691611
257 258 276
106
399 395286
130 100 94
BHE Behavior Data
Number of Contacts
Proactice
Reactive
Total Students Seen
ACADEMICS AND BEHAVIOR 19
proactive, 258 reactive and 130 students seen. Many more contacts with
students were made in 2012-2013 than in the previous two years. Only 100
students visited the recovery room, but did so 929 times. Some of those visits,
653, were proactive, but 276 were reactive. The last school year that was data
was collected to analyze was for the 2013-2014 in the months of August to
November. There were 94 students seen at the recovery room in those months,
332 times. Of those visits, 226 were proactive and 106 were reactive visits.
Figure 7 BHE Missouri MAP Testing Data 2009 2010 2011 2012 2013CA 45.6 47.25 60.45 45 49.9MATH 46.2 52.35 65.95 55.9 42.1 MEAN 45.9 49.8 63.2 50.45 46MEDIAN 45.9 49.8 63.2 50.45 46MAX 46.2 52.35 65.95 55.9 49.9MIN 45.6 47.25 60.45 45 42.1STAN DEV 0.42 3.61 3.89 7.71 5.52
ACADEMICS AND BEHAVIOR 20
Figure 8
In 2009, the communication arts and math scores were similar at BHE.
Figures 7 and 8 show AYP data for BHE school. For CA, 45.6% of students
scored proficient or higher. In math, 46.2% of students scored proficient or
higher. Over the next few years, there were steady increases. In CA, 47.25% of
students scored in the proficient or advanced levels on the MAP for the 2010
school year; and 52.35% in math. In 2011, 60.45% of students were proficient in
CA, and 65.95% in math. However, a drastic decrease occurred in 2012.
Students scored 45% in CA and 55.9% in math. In 2013, while their CA score
was better progress (49.9%), their math score continued to decline (42.1%)
0
10
20
30
40
50
60
70
2009 2010 2011 2012 2013
45.6 47.25
60.45
4549.946.2
52.35
65.95
55.9
42.1
BHE MAP DataPercentage of students scoring Proficient or Advanced
CA
MATH
ACADEMICS AND BEHAVIOR 21
In order to further analyze these schools to see if a correlation between
behavior and MAP scores exists, data was put into ASP, A Statistical Package
software program. Figures 9 and12 show data tables that were generated
through matrices using the ASP software.
Figure 9
LE Summary of Correlation Analysis for AYP CA and Behavior Data
Source N Mean r R2 p-value
AYP CA 5 48.1
Behavior 5 885.8 0.6 36% 0.28
Alpha Level set at 0.25
The table above is a correlation of AYP communication arts and behavior
data set for LE over 5 years. The strength of the relationship is strong because
the r value is 0.6. The r value is more than half the value of the coefficient of
one. Because the r value is positive, the correlation is a positive relationship,
meaning that if the percentage of the AYP CA were to increase, then the number
of behavior referrals would also increase. The r squared value is 36%. This is a
practical relationship because the r squared value is greater than 10%. The p-
value of 0.28 is greater than the 0.25 alpha level. This means that there is not a
significant relationship between AYP CA scores and behavior data, with a
chance of a type one error. Also, since the p-value is greater than the 0.25 alpha
ACADEMICS AND BEHAVIOR 22
level, the null hypothesis of there not being a relationship between PBS behavior
data and AYP CA scores is intact, and not rejected.
Figure 10
LE Summary of Correlation Analysis for AYP Math and Behavior Data
Source N Mean r R2 p-value
AYP Math 5 50.1
Behavior 5 885.8 -0.5 25% 0.4
Alpha Level set at 0.25
The table above is a correlation of AYP math and behavior data set for
school LE over 5 years. The strength of the relationship is strong because the r
value is 0.5. The r value is half the value of the coefficient of one. Because the r
value is negative, the correlation is a negative relationship, meaning that if the
percentage of the AYP math to increase, then the number of behavior referrals
would then decrease. The r squared value is 25%. This is a practical
relationship because the r squared value is greater than 10%. The p-value of 0.4
is greater than the 0.25 alpha level. This means that there is a significant
relationship between AYP math scores and behavior data, with a chance of a
type one error. Also, since the p-value is greater than the 0.25 alpha level, the
null hypothesis of there not being a relationship between PBS behavior data and
AYP math scores is intact, and not rejected.
ACADEMICS AND BEHAVIOR 23
Figure 11
BHE Summary of Correlation Analysis for AYP CA and Behavior Data
Behavior N Mean r R2 p-value
AYP CA 5 49.64
Behavior 5 418.6 -0.4 16% 0.5
Alpha Level set at 0.25
The table above is a correlation of AYP communication arts and behavior
data set for school BHE over 5 years. The strength of the relationship is
relatively strong because the r value is 0.4. The r value is almost half the value
of the coefficient of one. Because the r value is negative, the correlation is a
negative relationship, meaning that if the percentage of the AYP communication
arts to increase, then the number of behavior referrals would then decrease. The
r squared value is 16%. This is a practical relationship because the r squared
value is greater than 10%. The p-value of 0.5 is greater than the 0.25 alpha
level. This means that there is a significant relationship between AYP
communication arts scores and behavior data, with a chance of a type one error.
Also, since the p-value is greater than the 0.25 alpha level, the null hypothesis of
there not being a relationship between PBS behavior data and AYP CA scores is
intact, and not rejected.
ACADEMICS AND BEHAVIOR 24
Figure 12
BHE Summary of Correlation Analysis for AYP Math and Behavior Data
Behavior N Mean r R2 p-value
AYP Math 5 52.5
Behavior 5 418.6 -0.7 49% 0.19
Alpha Level set at 0.25
The table above is a correlation of AYP math and behavior data set for
school BHE over 5 years. The strength of the relationship is very strong because
the r value is 0.7. The r value is over half the value of the coefficient of one.
Because the r value is negative, the correlation is a negative relationship,
meaning that if the percentage of the AYP math to increase, then the number of
behavior referrals would then decrease. The r squared value is 49%. This is a
practical relationship because the r squared value is greater than 10%. The p-
value of 0.19 is less than the 0.25 alpha level. This means that there is a not a
significant relationship between AYP math scores and behavior data, with a
chance of a type one error. Also, since the p-value is less than the 0.25 alpha
level, the null hypothesis of there not being a relationship between PBS behavior
data and AYP CA scores is rejected.
ACADEMICS AND BEHAVIOR 25
CONCLUSIONS AND RECOMMENDATIONS
The information obtained from the data tables was unique. LE‘s
communication arts scores said that when the MAP proficiency levels would
increase, the behavior referrals would also increase. The math scores from LE
yielded a negative relationship in which the behavior referrals would decrease
along with an increase in proficiency levels on the MAP. In both data cases, AYP
communication arts and AYP math, the null hypothesis was rejected. Therefore,
the data tables would show that the null hypothesis of there not being a
relationship between MAP scores and PBS data is intact; In fact, there is NOT a
relationship between the two factors.
Unique data was also obtained from BHE school. Both the AYP data for
communication arts and math yielded a negative relationship from the r value
data. While an increase in proficiency scores on the MAP for communication arts
and math also meant a decrease in behavior referrals. However, the
communication arts data table from BHE held the null hypothesis. The null
hypothesis was upheld and showed that there would not be a relationship
between MAP scores and behavior data. The math table from BHE had different
results. The null hypothesis was rejected, and the hypothesis was intact.
Therefore BHE’s math table would show that there is a relationship between
tracking positive behavior referrals and math MAP data.
One school, LE, using PBS tracks how many behavior referrals they incur
each year. With using PBS, a school would want you to see referral numbers
decrease. The other school, BHE, uses a different approach to their behavior
ACADEMICS AND BEHAVIOR 26
methods. However BHE also wants to see a decrease in their reactive behavior
contacts and in increase or maintain their proactive contacts. To say that there
is not a relationship between academic achievement and behavior in one school
and there is a relationship in another shows that more information and data
needs to further analyzed. At this point, there is not a clear determination as to if
using Positive Behavior Supports is the best method in correcting students’
behavior in the classroom. However, it would appear that using the PBS model
is not the only way to intervene with student behavior methods, using a traditional
classroom management program works as well.
It is the examiners recommendation that the schools continue to reach
their students in positive ways. Modeling behaviors that are appropriate,
rewarding students for good works, effort, and expectations. Both LE and BHE
try to connect with children in a way that uses preventative and positive methods
before having to react with students in the negative, or reactive, ways. While one
school uses the system of PBS, and the other school chooses to manage
behavior with a more traditional alternative, they both have similar missions of
promoting learning in safe and caring environments.
ACADEMICS AND BEHAVIOR 27
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Educational Testing Service Policy Information Report Center (1998). Order in the
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Barton, P, E. , Coley, R.J., Wenglinsky, H.
Muscott, H., Mann. E, LeBrun, M. Positive Behavioral Interventions and Supports in
New Hampshire: Effects of Large-Scale Implementation of School-wide Positive
Behavior Support on Student discipline and Academic Achievement. Journal of
Positive Behavior Interventions, 10(3), 190-205. doi:
10.1177/1098300708316258
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