Positive Behavior Support in Special Education Settings
This paper outlines an action research design aimed at increasing positive behavior among students in special education and inclusive general education settings. It examines research questions related to effective behavioral methods during instructional time, across school buildings, and at the administrative level. Drawing on the positive behavioral support and instruction (PBSI) literature developed by a six-university consortium, the paper identifies target behaviors, justifies the case study framework, and describes data collection and analysis procedures. Both quantitative and qualitative approaches are addressed, including frequency counts, stakeholder surveys, and graphic reporting of behavior change over time.
- Introduction and Research Purpose: Purpose, research questions, and design overview
- Target Behaviors: Goal of increasing on-task student engagement
- Literature Review: PBSI consortium research and inclusive education cornerstones
- Rationale for the Research Design: Action research model and social change outcomes
- Data Collection and Analysis: Quantitative and qualitative data methods and units
- Setting, Participants, and Sampling: Convenience sampling in school or classroom settings
- Reporting Behavior Change: Graphic reporting formats for PBSI interventions
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What makes this paper effective
- Clearly articulates focused research questions that align with each phase of the proposed action research project, giving the study a logical, layered structure.
- Grounds the research design in established literature, citing the six-university PBSI consortium and peer-reviewed sources to justify methodological choices.
- Balances both qualitative and quantitative data collection approaches, demonstrating awareness of mixed-methods design appropriate for behavioral research.
Key academic technique demonstrated
The paper demonstrates the use of a case study framework within an action research design — a technique particularly suited to behavioral interventions in classroom settings where randomization is impractical. By identifying the student as the unit of analysis while situating intervention at the school or classroom level, the paper shows how different levels of a system (student, school, district, state) can be analytically distinguished within a single research project.
Structure breakdown
The paper opens with a statement of purpose and guiding research questions, then defines the target behaviors, reviews the supporting literature, and justifies the action research design. It proceeds logically through sampling rationale, data collection and analysis methods, and closes with a discussion of reporting formats. The structure mirrors a conventional research proposal, moving from problem identification through methodology to dissemination.
Introduction and Research Purpose
The purpose of this research is to investigate ways to increase the positive behavior of students in special education programs who spend time in inclusive general education settings. The research design is action research, which generally means that quantitative data collection will be conducted, although the stakeholders in the action research project may also choose to collect qualitative data. Since the unit of analysis will be individual students in classroom settings, a case study framework for the action research is both logical and practical.
The study is guided by the following research questions:
- What methods are effective for increasing positive behavior during instructional time?
- What methods are effective for increasing positive behavior throughout the school building?
- What data collection approach will inform all phases of the positive behavior intervention?
- What supports are needed by school administrators to increase the positive behavior of students with learning difficulties?
Target Behaviors
The goal of the action research is to increase the time during which students in special education and inclusion settings attend to and cooperatively engage in classroom instruction. Assessing student needs will lead to the identification of behavior supports that will increase time spent sitting and attending to task.
References
Georgia Department of Education. What Is Positive Behavioral Interventions and Supports? Georgia's PBIS Framework. Retrieved from
Horner, R. (2013, March 18). Presentation at the Orange County RtI Conference. University of Oregon / www.pbis.org. Retrieved from
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice.
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