D.A.T.

A
Kristen Kisner
Office of Institutional Education
Pressley Ridge Laurel Park

Design

Question: Will positive behavior and awareness increase through tangible rewards for appropriate
behavior and personal responsibility for tracking behavior?
Purpose: Some students struggle more than others within the school norms. Through this data collection,
I hope that the students will exhibit positive behaviors and can physically see the benefits of their
positive behaviors. I have tracked their grades from the beginning and end of the program. This was a
secondary goal for myself so that I could show the students the positive correlation between their
behavior and grades.

Ask

I used a pre- and post- survey with each student in the program as well as each of their teachers. The
point of this was to have each student grade themselves on their behavior. I also wanted the teachers
perspectives on their behavior.
A progress report was completed for each student at the beginning and end of the program
Each day, the students would have their teacher fill out a behavior chart for each period. I specifically
chose 5 areas of behavior that were objective so that teacher bias or favoritism would not factor into the
data. Targeted behavior areas were as follows: Complete work, number of directives, participation
throughout class, stayed in designated area, and use of profanity.

Track

The following charts show the teachers perceptions of the students behavior before and after the
program.

Before Behavioral Intervention

17

15
7
2

Always

Sometimes

12
5

Never

12
7

After Behavioral Intervention

14

13
6

Always

13

11
6

Sometimes

12
8

Never

The following charts show the students perceptions of their behavior in school.

Student Self Perception of Behavior: Before

7

6
0
1

0
1

Always

Sometimes

Almost Never

4
1

Self Perception of Behavior: After

6
4
2

4
1

Always

5
0

Sometimes

5
0

Almost Never

The following charts represent the how grades were dispersed before and after the intervention.

Before Behavior Intervention After Behavior Intervention

19%

22%

23%

26%

19%

13%

16%

27%
16%
A

20%
C

Announce

Implications: The behavior intervention did not meet the goals of the program. There was at least one
outlier in the group. However, there was success on an individual basis. One student who had no
positive marks before the invention started, made all positive marks consistently through the program.
Grades, secondary gain, did improve. This intervention proves that other variables had a large impact on
student behavior (i.e. bad parent phone call, issues with peers, etc).
Recommendations: Individualized reward systems may prove better results. More frequent check-ins per
week with students and eliminating confounding variables are recommended for greater results.