In many elementary schools in low-income neighborhoods, students face many everyday challenges that prevent them from developing habits of successful achievement. Children often exhibit a lack of motivation regarding task completion. Positive behavior support enhances task completion in the elementary school setting. The purpose of this study is to find successful tools teachers can use to promote academic task completion. Students in an elementary school classroom received instruction on task completion and specific interventions to use. They were then evaluated in the math subject area for the number of tasks completed during a one month time period. Different groups of students were given various motivational tools to help develop self-efficacy. One successful tool was created and studied. Results indicated that providing students with positive behavior support can influence the completion of a variety of tasks in the academic setting.
","abstract_html":"<p>In many elementary schools in low-income neighborhoods, students face many everyday challenges that prevent them from developing habits of successful achievement. Children often exhibit a lack of motivation regarding task completion. Positive behavior support enhances task completion in the elementary school setting. The purpose of this study is to find successful tools teachers can use to promote academic task completion. Students in an elementary school classroom received instruction on task completion and specific interventions to use. They were then evaluated in the math subject area for the number of tasks completed during a one month time period. Different groups of students were given various motivational tools to help develop self-efficacy. One successful tool was created and studied. Results indicated that providing students with positive behavior support can influence the completion of a variety of tasks in the academic setting.</p>","abstract_has_math":false,"creators":["Freiberger, Kristin Renee"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-01T07:00:00Z","date_published":"2013-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:28Z","subjects":["Student Success","Student Achievement","Positive Motivation","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/84","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Freiberger, Kristin Renee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student Success","Student Achievement","Positive Motivation","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/84"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In many elementary schools in low-income neighborhoods, students face many everyday challenges that prevent them from developing habits of successful achievement. Children often exhibit a lack of motivation regarding task completion. Positive behavior support enhances task completion in the elementary school setting. The purpose of this study is to find successful tools teachers can use to promote academic task completion. Students in an elementary school classroom received instruction on task completion and specific interventions to use. They were then evaluated in the math subject area for the number of tasks completed during a one month time period. Different groups of students were given various motivational tools to help develop self-efficacy. One successful tool was created and studied. Results indicated that providing students with positive behavior support can influence the completion of a variety of tasks in the academic setting.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD"],"dc:creator":["Freiberger, Kristin Renee"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["In many elementary schools in low-income neighborhoods, students face many everyday challenges that prevent them from developing habits of successful achievement. Children often exhibit a lack of motivation regarding task completion. Positive behavior support enhances task completion in the elementary school setting. The purpose of this study is to find successful tools teachers can use to promote academic task completion. Students in an elementary school classroom received instruction on task completion and specific interventions to use. They were then evaluated in the math subject area for the number of tasks completed during a one month time period. Different groups of students were given various motivational tools to help develop self-efficacy. One successful tool was created and studied. Results indicated that providing students with positive behavior support can influence the completion of a variety of tasks in the academic setting.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/84"],"dc:subject":["Student Success","Student Achievement","Positive Motivation","Education"],"dc:title":["The Relationship Between Positive Behavior Support and Task Completion in the Elementary School Setting"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:28Z"}