Background: Children's academic achievement is considerably influenced by genetic factors, which rarely operate independently of environmental influences such as teachers' behaviour. Praise and punitive discipline are commonly used management strategies by teachers. However, their effects on the genetic expression of children's academic…

Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence…

This study examined the impact of Positive Behavior Support (PBS) on office discipline referrals (Category 1), suspensions (Category 2), and absence of infractions (Category 3) in an urban public elementary school in New Jersey. A sample of 267 second, third, fourth, and fifth grade students provided the data for the research. A chi-square…

Schools across the nation are facing the challenge of addressing behavioral issues with students. Traditional approaches to discipline have been ineffective in improving student behavior. The passing of the No Child Left Behind Act (NCLB) of 2001 and revisions of the Individual Disabilities Education Improvement Act (IDEIA) of 2004 require schools…