Effect of Positive Behavioral Incentive Programs on Children’s Behavior

Behavioral changes are usual development problems in children. Behavioral problems include issues that are related to repeated hyperkinetic impulse behavior, aggressiveness, violation of the rights of other people, and running away from school or simply missing out on the classes. Conduct or behavioral problem disorders are among the fifteen leading causes of disability-adjusted life years of school children. Besides, a study indicated that 11% of adolescents suffer from mental health issues, and a significant portion is behavioral problems (Schulte-Körne, 2016). Studies have also shown that behavioral problems adversely affect children's educational, social, and economic performance in the latter years. That is because the behavioral problem adversely affects children's performance in school, which tries to shape their future. The behavioral problems also predict their involvement in anti-social behavior when they become adults. Therefore, the behavioral problems in school children are a public health concern due to a considerable prevalence. The current study focuses on the effect of positive behavioral interventions on children’s behavior 

There is a need to avoid undesirable behaviors in schools. The class rules, procedures, and routines should be established to show the students the desirable behaviors they are expected to follow in academic and social contexts. It is argued that it is better to involve students while making the classroom rules. When they are active in making the rules, they will responsibly behave according to the set rules. That helps in raising their self-esteem. The behavioral abilities that students develop often transcend to their school life as well as after school. Teenagers and children are trained to prepare for adulthood and live in a society by managing their thoughts, actions, and feelings. Students need to learn ways they can regulate their flexible attention, inhibitory control, and working memory. It means the children need to ignore the distractions surrounding them while doing the tasks, remembering and following the rules, and control impulsiveness. Students often become a trouble to the community and have challenging feelings that need to be solved to help avoid situations that are unpleasant for a better education. 

The most prevalent mental health problems among children is the disruptive behavior problems, and they predict adverse outcomes such as school failure, substance abuse, and delinquency. The development models have suggested that three phases characterize the disruptive behavior problems’ early development (Aar et al., 2017). The behavioral problems are the first emerging issues in the family context, fostered by a high rate of parental commands and cruel inconsistent, and punitive discipline practices. The hypothesis in this study will be the effect of positive behavioral incentive programs on children’s behavior which will be measured based on the number of behavioral problems in a classroom. 

Statement of the Research Problem 

The study addresses a drastic increase in behavior problems in school due to low morale, lack of motivation for good behavior, and limited parental involvement. These factors have a significant influence on the behavior of children, especially between ages 5 and 10. Children in this age bracket often have progressive development, including physical and mental development. Therefore, they often have some changes in behavior that are affected by their environment. The K-5 children will still think in concrete terms even though their thinking becomes more complex. It means they are more concerned with things that are real rather than ideas. These are factors they need to identify through their senses. As a result, their parents' involvements, morale, and motivation are key factors influencing their behaviors. Lack of such factors tends to increase their bad behavior.  

Various researchers such as Lewis et al. (2017) and Martin (2018) have tackled increased behavioral problems such as drugs among the youth. These authors have proposed several mitigation strategies, with motivation for positive behavior being the most significant. Similarly, these behavioral problems have also increased drastically in my school. Therefore, the hypothesis of this study states that “implementing a positive behavior incentive program will help enhance good behavior.”   

Behavior problems have increased among the students in various schools. These behavior problems have increased due to several factors such as lack of motivation for good behavior, low morale, and limited parental involvement. Therefore, this study aims to implement an excellent positive behavior incentive program that will help improve behavior among the students. Research indicates that positive behavior incentive programs help improve students' behavioral problems in schools. It is the core for developing a good culture that will meet the children's social and emotional learning requirements. Besides, it encourages the children to meet the different behavioral expectations while creating a learning environment and building a stronger relationship between students and teachers. For instance, rewards are an integral component to establish positive behaviors. The rewards system helps recognize and reward children for being leaders and making positive choices in their conduct. These rewards keep them motivated since they reinforce good behavior and incentivize them to make good choices. Therefore, lack such rewarding factors, parental involvement, and low morale adversely affect children's behaviors, leading to an increase in behavioral problems in school. 

Data graphic and Discussion 

A gamification intervention of dojo was utilized to promote healthy learning and alleviate negative behavior among students. This intervention resulted in increased motivation and a reduction in negative behavior among students. The game involved students and activated their behavioral development to showcase a better performance (Barahona Mora, 2020). 

Based on the above result, talking during the classroom while the teachers explain and making various corrections were the behaviors that had the highest score. Students were found to get disrupted easily while doing their activities alone or in multiple groups. Similarly, being disrespectful with their classmate was among the identified negative behaviors and earned more points. 

As discussed in the graphical representation, the gamification intervention applied by the classroom teachers to enhance healthy learning and alleviate negative behavior among students was successful. The classroom teachers utilized dojo, which enhanced student participation and activated their behavioral development. This action resulted in improvement in positive behavior among students and helped alleviate the negative behaviors. Behavioral intervention programs; 

Train various skills to students to enhance behavior change 

Alter classroom setting to alleviate behavior problems 

Promote strategies that advocate proper behavior  

Provides support required by the student and encourages positive behavior. 

Ensures data collection to ascertain progress. 

Behavior problems in the school have increased drastically. A wide range of data indicates that this behavioral change results from low student morale, lack of motivation for good behavior, and less parental involvement. According to Nall (2019), behavioral problems are actions and doings that are unacceptable. They are differentiated from other forms of behavior defects because behavioral problems are consistent in patterns. This author explains that may include property damage, carelessness, agitation, drug and substance abuse, emotional flatness, and obsessing thoughts. Behavioral problems may result from family-related issues such as poverty, family conflicts, and losing a loved one. Studies such as Barahona Mora (2020) indicate that a positive behavior incentive program such as class dojo can effectively enhance student participation and activate their behavior development. Additionally, Bradshaw et al. (2012) state that School-wide Positive Behavioral Interventions and Supports (SWPBIS) alleviate students' behavioral problems by altering staff activities and crafting support systems to achieve behavioral requirements. 

Impact on Student and Achievement 

Students who have behavioral problems behave disruptively by talking in class, bullying other students, and sometimes require the teachers to interrupt their lesson to punish them. Such behaviors adversely impact the student's entire academic life as well as affect the whole classroom. These disruptive students lower the test score and academic achievements of their fellow students (Ryoo et al., 2018). Besides, the teachers who have disruptive students in their classes often spend additional time on behavioral management. As a result, it reduces the time that the teacher spends while teaching their lessons. That harms the effectiveness of the teachers’ and students’ understanding of the concept. The current study will have a positive impact on both students and teachers. That is because it will identify the various ways that students’ behavioral problems can be managed to enhance their positive performance in school. Consequently, good behaviors will positively affect the students’ understanding of the various concepts that the teachers teach and make the teacher’s work easier and effective while teaching the students. Therefore, the current research work will have a positive influence on the education sector. 

Research methodology 

The current quantitative experimental research will involve K-5 students at XXXXX School. Students in K-5 will be assigned random numbers between 0 and 25 to protect their identity. The teachers amongst the students will identify the number of behavior problems. Teachers will be aiming to alleviate these behavior problems as they embark on a prolonged exercise of utilizing positive behavior incentives. The positive behavioral motivation in conjunction with dojo will be administered to K-5 students and the progress recorded. Students will thus be allowed to participate in this exercise by engaging themselves fully in the dojo and other positive behavior incentives such as receiving rewards in class. 

After four months of participation in this exercise, teachers will then test the behavior change among the students by ascertaining the number of behavior problems among them and comparing the result to prior findings. The comparison will be based on whether there is an impact of the positive behavior incentives (PBIs) and class dojo in alleviating behavior problems amongst the students.  

Summary 

Behavioral problems include issues that are related to repeated hyperkinetic impulse behavior, aggressiveness, violation of the rights of other people, and running away from school or simply missing out on the classes. Students often become troublesome and have challenging attitudes that need to be solved to help in avoiding unpleasant situations to achieve a better education. The current study focuses on the dramatic increase in behavior problems in my school due to low morale, lack of motivation for good behavior, and limited parental involvement. These factors have a significant influence on the behavior of children, especially between ages 5 and 10. Research indicates that positive behavior incentive programs help improve students' behavioral problems in schools. Students who have behavioral issues behave disruptively by talking in class, bullying other students, and sometimes requiring the teachers to interrupt their lesson to punish them. These behaviors adversely affect the student's entire academic life as well as affecting the whole classroom. The current experimental research plan will involve K-5 students at XXXXX School. 

Chapter 2: Literature Review 

Introduction 

Several studies have shed light on the behavioral problems that students and children undergo and the adverse effect these problems have on their lives and education. This study's literature review will connect the behavioral issues and the various factors influencing behavioral issues among students and children. These include low morale, lack of motivation for good behavior, and limited parental involvement. The research will focus on whether the application of positive behavioral incentive programs such as class dojo for K-5 teachers positively correlates to behavioral problems. 

Effects of Positive Behavioral Interventions and Supports (PBIS) 

Buckley (2019) explored how PBIS, counseling, and mentoring have influenced disruptive classroom behaviors resulting in referral to an office. It also examined the same effects on the students' performance in reading among male students in the K-5. The results suggested that participation in counseling was an essential predictor of the number of disruptive behaviors resulting in office referrals received by the K-5 graders. In another article, Thomas (2018) also found that implementation of PBIS was highly associated with few disciplinary referrals among students and incidences that resulted in f out-of-school suspensions. These studies show the effects of positive behavioral interventions. 

Romney (2018) recorded in her article on the system of positive rewards for reducing student's discipline that the approach set a clear behavioral expectation for all the students and rewarded them every day for complying. The research showed that a successful implementation of the reward system on positive behaviors among children helped reduce suspensions and overall students' behavioral problems, resulting in the students' referrals to the school principal's office. Besides, it improves academic performance, school attendance, and student's ability to regulate their emotions and behave socially responsible ways. Furthermore, the research also enhanced the student's safety and reduced teacher burnout. Besides, Houchens et al. (2017) also reported a high level understanding of the behavioral expectations among students and a more robust atmosphere of professional trust among schools implementing positive behavioral interventions. In their study, Houchens et al. used the “Teaching, Empowering, Leading, and Learning” (TELL) survey to help in analyzing teachers' perception of the condition of their work between non-PBIS and the PBIS schools as well as the schools varying in the PBI implementation fidelity level. Since the TELL survey predicted an increase in the achievement of students, their study examined how student test score outcomes and implementation of PBI are related. The result showed that there was a high level of students and faculty understanding of the various behavioral expectations and a strong professional respect and trust in the PBI schools. Generally, the research studies indicated that students’ academic achievements were relatively higher in such PBI schools than the non-PBI schools. 

Romney’s results were also confirmed by the study conducted by Jolstead et al. (2017) on the impacts of implementing positive behavioral support in schools. Their study examined “Class-Wide Function-Related Intervention Teams” (CW-FIT) Tier 1 implementation effects on a group of students on the behavior of a task and teacher praise and the rates of reprimand in four classes of pre-school. Their results indicated that the intervention had a positive effect by increasing the behavior of students groups on the particular tasks and increasing the teacher praise to the reprimand ratio. Therefore, both students and teachers found that there was a social validity of CW-FIT Tier 1. 

Best Practices for improving behaviors 

Behavior problems have increased drastically due to low morale, lack of motivation for good behavior, and limited parental involvement. Barahona Mora (2020) introduces a positive behavior incentive program for teachers, such as a class dojo for all K-5 teachers. The author states that the utilization of games helps improve interest and motivation amongst students. Additionally, using class dojo enhances good behavior and alleviates the bad ones. Reduction in bad behavior results from increased student’s behavioral development for them to display a positive behavior performance. The study concluded that the inclusion of gamification and dojo as an active methodology and digital topology, respectively, greatly benefit improved behaviors and decrease undesired practices among students. During the experiment, the students regulated their behaviors by themselves by tracking and correcting their attitudes to increase their learning. Besides, Hunt et al. (2017) studied the adverse childhood behavioral problems and experiences in middle childhood. Their study provided evidence that children as young as nine years old show behavioral issues after being exposed to early childhood adversities. Therefore using these two elements showed high efficiency in correcting K-5 children's behavioral practices in the classroom. 

On another occasion, there is a need to utilize the Schoolwide positive Behavioral interventions and support (SWPBIS). Bradshaw et al. (2012) reported the effects of SWPBIS on a child's behavior and adjustment from an effectiveness trial. The study was conducted after the SWPBIS was implemented in more than sixteen thousand schools across America. The authors denoted that SWPBIS effectively promotes positive behavior among students by championing increased positive behavior through positive systems interventions. Their findings supported the hypothesized reduction in the behavioral problems and improvement in the social behaviors and effective emotion regulation after the participants were trained in SWPBIS. Therefore, SWPBIS is a promising approach for reducing problems and promoting adjustments among children in elementary schools.  

In their study, Adhikari et al. (2015) explored teachers', parents', and family members' perceptions of children's behavioral problems and the used strategies for dealing with this problem. They conducted more than thirty Key Informant Interviews (KII) and seventy free list interviews with the community members within the District of Nepal. The free list interview respondents included parents and children. On the other hand, the KII interview involved teachers and community leaders as the primary respondents. Their results indicate various behavioral-related problems among children, and the issues seem to be interrelated and interdependent. For instance, they identify quickly getting angry, disobedience, fighting back, and stealing as the most common behavioral problems among children. They concluded that multilevel community-based interventions that target peers, teachers, parents, and community leaders could be a feasible approach that helps in addressing the identified problems. Therefore, the study supports the involvement of parents as an essential factor in addressing children's behavioral issues. 

Shafiq and Pringsheim (2018) also did a study that focused on antipsychotics for the problem of behavior among children. They analyzed the randomized control trial results of the second and third-generation antipsychotics for disruptive behaviors in disruptive behavior disorders (DBD). They concluded that using of antipsychotics in children with behavioral problems needs to be reserved for those refractory to the first and second line of therapies. On the other hand, antipsychotics need to be considered a short-term strategy while psychosocial and behavioral treatments are continuously used. In another article, Martin (2018) reviewed various literature on tier two interventions on behaviors for children between five and thirteen years old to help identify the multiple components that various research studies suggest are essential for their effectiveness and social validity. They concluded that using tier three interventions models to meet the behavioral needs of students face several challenges while implementing tier two interventions for students who are at risk of having behavioral problems. This research was significant in the current study because there has been an increase in antipsychotics as behavioral therapy. 

Another article by Lewis et al. (2018) focused on the schoolwide system of positive behavioral support. It is implied for students who are at risk and those with behavioral problems. The study purposely rationale for schoolwide positive support to behavior as an exhaustive framework for supporting children and youths with various emotional and behavioral issues. They indicated that the system approach of schoolwide positive behavioral support is guided through the implementation of science and includes behavioral intervention that are based on evidence depending on the documented need of the students. They further concluded that the empirical evidence on the effects of schoolwide positive behavior support at the universal level is more substantial on reducing the general behavioral problems somewhat limited concerning particular effects on the students who have emotional or behavioral disorders. 

Summary 

Various studies, such as Buckley (2019) and Thomas (2020), have explored the impacts of positive behavior support interventions. Others such as Barahona Mora (2020) have explored gamification and class dojo to enhance positive behavior among students. This intervention, as indicated by Barahona Mora (2020), is effective in the alleviation of behavior problems among students. Other researchers such as Lewis et al. (2017), Jolstead et al. (2017), and Houchens et al. (2017) have all explored the impacts of positive behavior interventions in the alleviation of behavior problems among students, which have yielded positive results. Furthermore, the studies also provided evidence that children as young as nine years old show behavioral issues after being exposed to early childhood adversities. Therefore, these two elements showed high efficiency in correcting K-5 children’s behavioral practices in the classroom. The studies also support the involvement of parents as an essential factor in addressing children’s behavioral problems. 

Some studies have found a positive correlation between positive incentive behavior intervention programs and reduced behavior problems, while others have found a minimal connection between the two subjects. Some studies found that positive incentive behavior intervention programs such as rewards and classroom dojo for students increase student participation in class and increase their motivation, which enables them to refrain from destructive behaviors such as drug and substance abuse. Additionally, other studies indicated a correlation between positive behavior interventions and increased student performance. Therefore, with the behavior problems in the school growing drastically, this study aims to find the effectiveness of using positive incentive behavioral programs such as the utilization of class dojo to alleviate student behavioral problems and enhance classroom participation. 

Chapter 3: Methodology 

Introduction 

The current study intends to implement a research technique that will bring a high-quality research problem. The study followed an experimental design based on a quantitative perspective. Research implementation and analysis were conducted with an online application known as dojo. The current chapter describes the critical methodological perspectives of the study, from a selection of the participants to the data collection stage before analysis is done. 

Population 

The study population will include 21 K-5 students in school coming from families whose household average income is $79,404.00. Among the 21 students selected, 10 will be boys and 11 girls. Ethnically, 18 will be African Americas while 3 will be Hispanic. Furthermore, 18 will be from general education class while 3, English language learners. Those students above the fifth grade will not selected for this study because it is presumed they are above the use of games to mold behavior and can reason enough on what is good and evil. The sampling technique utilized for this study was the simple random technique that gave each student equal chances of being recruited to participate. 

Sample 

K-5 students will be selected for the current study to choose a sample of 21 students. For a successful sampling, students will be selected in groups of 5. A random selection of 3 students in each group will then be chosen to attain a total sample of 21 k-5 students to be used in the study. Among the 21 students, 10 of them will be randomly assigned to be in the control group. They will not undergo the experimental intervention for behavioral change. 

Sample Technique 

The study will be conducted using a quantitative method. A sample size of 50 students will be selected using a simple random sampling technique, which gives all the students equal chances of being chosen to participate in the study. This sampling technique utilizes randomization; therefore, the results obtained should possess adequate external and internal validity. 

Role of Participants and Impact on Participants 

The students and teachers for K-5 in the school will register to take part in this study. Since these students are minors, they will have to sign a consent letter, and their parents will be notified about the act. This action will protect the students against any harm that may befall them in the study. The teachers will also sign a letter of consent to indicate their willingness to be part of the project. The students and teachers will all be assigned random numbers to protect their identity, impacting the final results. 

Plan for Protection of Human Subjects 

Behavior problems have increased drastically due to low morale, lack of motivation for good behavior and limited parental involvement. Numerous studies exist on the role of positive behavior incentives in the improvement of behavior problems among students. Implementing these positive behavior incentive programs in the class, such as the utilization of class dojo and the introduction of rewards, will increase student engagement in lessons, improve their morale, and motivate them to achieve good behavior. Additionally, the parents of these students will also be involved throughout this exercise. Therefore, the introduction of this program will mitigate the leading causes of behavior problems in the school which will, in turn, result in improved positive behavior among the K-5 students in the school. 

Students are human beings with various interests and preferences. Therefore, a strategy that works on one student, such as class dojo, may not work on another student. Thus, the teachers should utilize various methods that enhance differentiation among students for effective results. Weekly problem recordings will assist the teacher in determining how the program is fairing and what adjustments are required to make this intervention a success. 

Variables 

The study consists of two major variable types; dependent and independent variables. 

Independent variable 

The independent variable in this study will be a positive behavior incentive program. It will include activities such as PBIS in conjunction with a class dojo aimed to impact the students’ behavior problems through increased participation, increased motivation and increased parental involvement. These variables stand alone and are not affected or changed by other variables measured during the study. These independent variables will be measured through observation. 

Dependent variable 

The dependent variable in the current experimental research will be the number of behavior problems in the classroom. The critical behavior problems include those actions and activities considered unacceptable. They may consist of things like drugs and substance abuse and low levels of respect and commitment. These dependent variables will be measured through observation and recording the various categories of problems expressed by the students in class. Students will also be invited to name the problems they experience from their friends or themselves. 

Timeline 

Students will be selected before the beginning of the school year based on their previous years' behavioral reports. They will then be assessed weekly using class dojo ( See Appendix ) for four weeks to help collect adequate data on their behavioral changes. The experiment will take a total of four weeks. 

Constitutive and Operation Definitions 

The following terms have been defined based on their usage in this research work. 

Dojo - this is a classroom and online behavior management system aimed to enhance students’ positive behavior. Students obtain marks by showcasing positive behavior. Parents are also updated frequently on student progress and performance in the class. 

K-5 - is an American way of naming students from kindergarten to grade five in the learning system. 

PBIS - is an approach used by schools to promote good behavior among students. Using PBIS, schools teach behavior expectations to children. It is mainly prevention but not a punishment method. 

Behavior problem s are actions or practices done by the students that are considered unacceptable by the teachers, the rule of law or morally wrong. 

Description of Data 

After observing and recording the various behavioral problems faced, the positive behavior incentive program will be administered to all K-5 students. After four months of data collection, the teachers will observe the change in behavioral problems and make conclusions. The data collected will determine the correctness of the study hypothesis. 

Reliability and Validity of Instrument 

The study will utilize class dojo, an online behavior management system aimed to enhance positive behavior among students. It is reliable because students earn points based on their performance in class, and it updates the parents and teachers of the students' progress. Data collected will be valid for four months, after which it should be destroyed once the analysis is done and recorded. 

Limitations 

Some various limitations and interferences can affect these exercises. For example, lack of cooperation by students may fail the interventions and the whole study at large. It refers to the degree to which the individual selected to participate in the research process agrees to the invitation and engage in the process. Therefore, the failure of the targeted K-5 students to participate in the research may limit its effectiveness based on the research objectives. Besides, absenteeism and withdrawal from the study can also affect results recording and compromise the whole procedure. Additionally, parents may also fail to cooperate and limit their children or deny them participating in the program leading to inefficient data collection from the exercise. 

References 

Aar, J., Leijten, P., de Castro, B. O., & Overbeek, G. (2017). Sustained, fade-out or sleeper effects? A systematic review and meta-analysis of parenting interventions for disruptive child behavior.  Clinical psychology review ,  51 , 153-163. 

Adhikari, R., Upadhaya, N., Gurung, D., Luitel, N., Burkey, M., Kohrt, B., & Jordans, M. (2015). Perceived behavioral problems of school aged children in rural Nepal: a qualitative study.  Child And Adolescent Psychiatry And Mental Health ,  9 (1). https://doi.org/10.1186/s13034-015-0061-8 

Barahona Mora A. (2020). Gamification for Classroom Management: An Implementation Using ClassDojo.  Sustainability . 2020; 12(22):9371. https://doi.org/10.3390/su12229371 

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems.  Pediatrics ,  130 (5), e1136–e1145. https://doi.org/10.1542/peds.2012-0243 

Buckley, E., J. (2019). "The Impact of Positive Behavior Interventions and Support, Counseling, and Mentoring on the Behavior and Achievement of African American Males" Dissertations. 1695. https://aquila.usm.edu/dissertations/1695 . 

Houchens, G. W., Zhang, J., Davis, K., Niu, C., Chon, K. H., & Miller, S. (2017). The impact of positive behavior interventions and supports on teachers’ perceptions of teaching conditions and student achievement.  Journal of Positive Behavior Interventions ,  19 (3), 168-179. 

Hunt, T., Slack, K., & Berger, L. (2017). Adverse childhood experiences and behavioral problems in middle childhood.  Child Abuse & Neglect ,  67 , 391-402. https://doi.org/10.1016/j.chiabu.2016.11.005 

Jolstead, K. A., Caldarella, P., Hansen, B., Korth, B. B., Williams, L., & Kamps, D. (2017). FG C.  Journal of Positive Behavior Interventions ,  19 (1), 48-60. 

Lewis, T. J., McIntosh, K., Simonsen, B., Mitchell, B. S., & Hatton, H. L. (2017). Schoolwide systems of positive behavior support: Implications for students at risk and with emotional/behavioral disorders.  AERA Open ,  3 (2), 2332858417711428. 

Martin, A. (2018). Supporting positive behavior change for at-risk students: a best practice checklist for schools. Retrieved from https://files.eric.ed.gov/fulltext/EJ1240288.pdf . Accessed 13 th November 2021. 

Nall, R. (2019). Problem behavior. Healthline.com. Available at https://www.healthline.com/health/problem-behavior . Accessed 20 th November 2021. 

Romney, L. (2018). System of positive rewards to reduce student discipline takes off in California. Edsource.org. Available at https://edsource.org/2018/system-of-positive-rewards-to-reduce-student-discipline-takes-off-in-california/593071 . Accessed 13 th November 2021. 

Ryoo, J. H., Hong, S., Bart, W. M., Shin, J., & Bradshaw, C. P. (2018). Investigating the effect of school‐wide positive behavioral interventions and supports on student learning and behavioral problems in elementary and middle schools.  Psychology in the Schools ,  55 (6), 629-643. 

Schulte-Körne, G. (2016). Mental health problems in a school setting in children and adolescents.  Deutsches Ärzteblatt International ,  113 (11), 183. 

Shafiq, S., & Pringsheim, T. (2018). Using antipsychotics for behavioral problems in children.  Expert opinion on pharmacotherapy ,  19 (13), 1475-1488. 

Thomas, R. (2020).  Effect of Positive Behavioral Interventions and Supports on Middle School Students’ Discipline  (Doctoral dissertation, Walden University). 

Appendix 

Class Dojo 

It is a free mobile application that help teachers to award a positive behavior points for specific children’s behavior and classroom participation. The tool was developed as a working product through an imagined K12 accelerator program for the startup of education technology in the Silicon Valley. The application allows the teachers to award “dojo” points under a default category of “teamwork,” “helping colleagues,” “participating,” “leadership,” “hard work,” and “perseverance.”