Date of Completion
Jennifer Freeman, Ph.D., Allison Lombardi, Ph.D.
Field of Study
Master of Arts
Developing and implementing proactive interventions within a Positive Behavior Interventions and Supports (PBIS) framework creates a positive instructional environment that results in desired outcomes for students (e.g., improved behavior) and staff (e.g., improved organizational health). To date, most descriptive and empirical studies of PBIS have occurred at the elementary and middle school levels (Horner, Sugai, & Anderson, 2010). If PBIS strategies are to positively impact student success at the high-school level, more examples of evidence-based effective strategies are required. I investigated the effects of a proactive approach of acknowledging appropriate behavior across four high school students using a multiple-baseline across participants design, in which high school students with high rates of tardiness had the opportunity to earn a reward on Friday morning contingent upon arriving to school on time Monday through Friday. Tardiness slightly decreased across all students during the same time, indicating that factors other than the intervention may have affected student behavior. Study limitations and implications for educators and researchers are discussed.
Egan, Catherine A., "A Positive Behavior Intervention’s Effect on Student Tardiness to School" (2014). Master's Theses. 591.
Brandi Simonsen, Ph. D.