Relationship between a positive behavior management technique and increased district benchmark scores for academically at-risk students

Jaclyn Durham

Abstract

Examining the relationship of student off-task behaviors to academic success was the purpose of the study. When the students learn to control their off-task behaviors and, in part, create an environment suitable for teaching and learning, the student’s academic scores will increase. In this study, throughout the school day, the researcher observed the students. The researcher introduced the student/teacher game to the participants. She would explain to the students that the student/teacher game board would be the place they would keep track of the behavior points. If the participants showed on-task behavior and followed school classroom rules, the group earned points, one point for every on-task behavior observed or direction followed. If the participants were unable to complete the task following the school rules, the teacher received the point. At the end of each school day, the researcher and participants counted up their points. Whoever had the most points, the students or the teacher, was the winner for that day. By Friday, if the students had the most daily wins that week they received 20 minutes of free play at the end of that day. The on-task behaviors were derived from the Brookfield Elementary School staff and classroom rules (following directions, respect people and property, practice good manners, keep hands, feet and objects to yourself, and silence and slow time in the hallways).