In this action research study, the author examined the effect of using Positive Behavioral Interventions and Supports (PBIS) language and rewards to positively motivate preschool students towards appropriate behavior choices. The study was conducted in the author’s preschool special education classroom, in a rural Iowa public school district. The study was completed between the months of September 2016 through March 2017. This study had 18 participates, including 12 females, six males and two three-year-old special education students. At the beginning of the study, PBIS language was not being used. There was an average of 14 negative or unwanted behaviors happening throughout a school day. After PBIS language and rewards were introduced to the students in December 2016 the negative behaviors in the classroom decreased to 1-2 times per day. The findings conclude that using PBIS language and rewards positively affected the student’s behaviors and increased teaching time in the classroom because there were not as many behaviors to address.
Vogel, T.L. (2017). Positive Behavioral Interventions and Supports: A preschool approach (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/44/