TITLE:
Improving Behavior and Reading Levels: Students’ Response to Two Years of Participation in a Teacher Administered Elementary Level School-Wide Positive Behavioral Interventions and Supports Program
AUTHORS:
Gregory W. Betts, John W. Hill, Jeanne L. Surface
KEYWORDS:
School-Wide, Positive Behavioral, Interventions and Supports, Externalizing Behavior, Reading Instructional Level
JOURNAL NAME:
Creative Education,
Vol.5 No.8,
May
6,
2014
ABSTRACT:
The purpose of this
quasi-experimental within-group study was to determine the impact of a teacher
administered All Children Experiencing Success, School-Wide Positive Behavioral
Interventions and Supports program on students’ measured externalizing behavior
categories and reading instructional levels. Third-grade, fourth-grade, and
fifth-grade students were identified at pretest with moderate (n = 18), mild (n = 22), and low (n = 46)
disruptive externalizing behaviors. Students participated for two school years
in this highly structured program designed to improve the culture, context, and
curriculum of the research elementary school. The null hypothesis was rejected
in the direction of student Universal Behavior Screen Category improvement at
posttest where following two school years of program intervention students
demonstrated moderate (n = 1), mild (n = 24), or low (n = 61) levels of externalizing behaviors with X2(2) = 17.40, p t(17) =
2.38, p t(21) = 2.63, p t(45)
= 2.92, p