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

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