Document Type


Publication Date

Fall 2022


This action research was motivated by the researcher's desire to connect with students through PBIS while increasing their IEP reading progress monitoring scores. The researcher is a seventh-grade teacher in her third year of teaching. Participants were her own students in reading access class. Reading access class is a small group for students testing at least three grade levels below. During the nine-week research period, a specific procedure for PBIS and incentives was put in place and reading IEP goals were progress monitored. Results showed an increase in each student’s reading progress monitoring scores. The research was designed with the potential for the researcher to assist other teachers with implementation of her procedures across all IEP goal areas and all grade levels to increase positive behavior and improve relationships with students, as well as see an increase in progress monitoring scores.

Included in

Education Commons