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:
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.
Literature Review
A deep and extensive body of literature on positive behavior support in classrooms and in school-wide systems has been developed by a six-university consortium on positive behavioral support. Horner (2013) and colleagues from other universities and state-level behavior support teams introduce and oversee implementation of school-wide positive behavior supports and instruction (PBSI), and also provide technical assistance for individual classroom teachers and teams.
Lyons (2012) reported that: "Current literature on inclusive education suggests that there are two cornerstones for effective practice: (a) curricula and instruction that are accessible and beneficial to all students, and (b) a continuum of supports and services for students and teachers. Studies report that when a foundation of appropriate instruction and support is in place, inclusive education can benefit all students."
Rationale for the Research Design
There are strong precedents for research designs in the area of behavior change in school settings; a number of models are available through the PBSI literature. Action research is based on the notion that a change of practice will occur as a result of having conducted an investigation. As practitioners modify their behavior in an ongoing fashion in response to research findings, social change is generally a by-product or is, in fact, a primary objective of the action research project.
Data Collection and Analysis
Data can be qualitative — such as surveying stakeholders for their perceptions about changes in school climate, the impact of positive behavior supports and instruction on classroom climate and productivity — or quantitative, such as frequency counts of positive and negative behavior that provide data for analysis.
The approach to positive behavioral support and instruction utilizes the following breakdown for data collection:
Since repeated measures are used to collect quantitative data, appropriate statistics may be applied. Qualitative data will be analyzed through coding, using a process that enables constant comparison of data and emerging themes. The guiding methodological question throughout this phase is: what particular research design will work best for the problem under study?
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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