The Effects of Positive Behavior Supports on Homework Completion in Middle School Students with Emotional and Behavioral Disabilities

Abstract

Students with emotional and behavioral disabilities (EBD) present a challenge to both general and special educators. Their unique behavior issues often lead to poor academic performance. Student with EBD typically have difficulty completing homework assignments which contributes to their lack of academic progress. One possible strategy to improve homework completion is the use of Positive Behavior Supports (PBS). PBS involves teaching the desired skills, rewarding appropriate behavior, and monitoring interventions. PBS has shown promise when implemented school-wide. Little research has been conducted on the use of PBS specifically with students with EBD. This action research study will examine the effects of PBS on the homework completion of a group of middle school students in a program for students with EBD.