The purpose of the present study was to evaluate the effectiveness of the withinclass component of positive behavior support in the form of ticket presentation with verbal praise in the classroom in increasing appropriately engaged behavior. A multiple baseline comparison across three classrooms was utilized to assess and compare each classroom's mean percentage of observed intervals of appropriately engaged behavior across intervention phases (baseline, direct teaching and review of PBIS classroom expectations and rules, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise with a Lottery system, and follow-up). Results suggest that the additive effects of the class-wide component of PBIS increased students' mean percentage of appropriately engaged behavior.
","abstract_html":"<p>The purpose of the present study was to evaluate the effectiveness of the withinclass component of positive behavior support in the form of ticket presentation with verbal praise in the classroom in increasing appropriately engaged behavior. A multiple baseline comparison across three classrooms was utilized to assess and compare each classroom's mean percentage of observed intervals of appropriately engaged behavior across intervention phases (baseline, direct teaching and review of PBIS classroom expectations and rules, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise with a Lottery system, and follow-up). Results suggest that the additive effects of the class-wide component of PBIS increased students' mean percentage of appropriately engaged behavior. </p>","abstract_has_math":false,"creators":["Menousek, Kathryn Marie"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Joe Olmi","Daniel Tingstrom","Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T05:45:12Z","subjects":["Psychology","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/581","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joe Olmi","Daniel Tingstrom","Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["Menousek, Kathryn Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-11-28T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/581"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the present study was to evaluate the effectiveness of the withinclass component of positive behavior support in the form of ticket presentation with verbal praise in the classroom in increasing appropriately engaged behavior. A multiple baseline comparison across three classrooms was utilized to assess and compare each classroom's mean percentage of observed intervals of appropriately engaged behavior across intervention phases (baseline, direct teaching and review of PBIS classroom expectations and rules, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise with a Lottery system, and follow-up). Results suggest that the additive effects of the class-wide component of PBIS increased students' mean percentage of appropriately engaged behavior.
"]},{"key":"dc:title","label":"Title","values":["An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior"]}]}],"canonical_facts":{"dc:contributor":["Joe Olmi","Daniel Tingstrom","Brad Dufrene"],"dc:creator":["Menousek, Kathryn Marie"],"dc:date.available":["2018-11-28T08:00:00Z"],"dc:description.abstract":["The purpose of the present study was to evaluate the effectiveness of the withinclass component of positive behavior support in the form of ticket presentation with verbal praise in the classroom in increasing appropriately engaged behavior. A multiple baseline comparison across three classrooms was utilized to assess and compare each classroom's mean percentage of observed intervals of appropriately engaged behavior across intervention phases (baseline, direct teaching and review of PBIS classroom expectations and rules, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise, direct teaching and review of PBIS classroom expectations and rules with ticket presentation and verbal praise with a Lottery system, and follow-up). Results suggest that the additive effects of the class-wide component of PBIS increased students' mean percentage of appropriately engaged behavior.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/581"],"dc:subject":["Psychology","Social and Behavioral Sciences"],"dc:title":["An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:12Z"}