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Increasing Rewards and the Impact on Student Behavior and School-wide Discipline: A Mixed Method Study Lorri K. Rumburg This mixed method, embedded, correlational study’s aim was to make explicit the relationships between changed procedures in one elementary school’s PBIS universal program and student behavior as measured by office discipline referrals. A secondary aim was to use student and faculty responses on surveys to interpret participants’ reactions to the increases in rewards, recognitions, and self-charting of daily behavior. The type of data collected consisted of office discipline referrals generated over the course of the study year. Numerical data analysis also incorporated student totals for earned coupons, earned rewards and earned behavior points. Students surveys completed in October and May gauged student reactions to the PBIS changes. Faculty members and administrators completed an online survey in June. Statistical results indicated limited correlation between student behavior and changes made in the universal program by increasing rewards and daily behavior charting. In contrast, survey results did reflect increased satisfaction with the changed universal PBIS program by faculty and students

Increasing rewards and the impact on student behavior and school -wide discipline: A mixed methods study