Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The benefits of Positive Behavioral Interventions and Supports (PBIS) are being recognized in education for helping reduce misbehaviors. This paper includes research from three primary classrooms: kindergarten, first grade music, and second grade. Data was collected over the course of six weeks. Teachers recorded the number of times each student received a warning, consequence for misbehavior, positive behavior slip, or demonstrated a misbehavior using individual student tracking sheets, tally sheets, and a reflection journal. Throughout the six weeks, students were given a check-in sheet to record their understanding and learning of the behavior system. Students recorded a much greater understanding of behavior expectations and intervention strategies over the course of the research. The results showed a slight decrease in misbehaviors. Teachers suggested beginning the behavioral intervention at the beginning of the year and implementing PBIS for a longer period of time to note more positive changes in behaviors.
Beard, Stephanie W.; Moe, Katherine L.; and Wieczorek, Julie L.. (2015). The Effects of Positive Behavior Interventions and Supports in the Elementary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/100