The Effects of Positive Behavioral Supports and Student Participation in a Kindergarten Classroom

Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Educational Leadership


Graduate Studies

Committee Chair

Michael Coquyt


Study Abstract

The purpose of this research was to determine the effects of Positive Behavior Interventions and attention in a kindergarten classroom. Specifically, the study looked at students enrolled in a kindergarten classroom that presented attention and participation concerns. The study aimed to determine whether or not positive behavior interventions would increase, decrease, or maintain their level of on-task behavior in the classroom setting. The study structured around students’ participation on a variety of activities including listening to a story, a craft, and a discussion session. Staff collected random samples of on-task behaviors at five minute intervals over a 30-minute time frame over a one-month time-period. The number of students engaged in on-task behavior (maintained eye contact, where not tinkering with materials, answered questions when called upon, and followed directions the first time they were given) was recorded.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract only: No full text available.