@article{ref1,
title="The implementation of positive behavioral support in an elementary school: processes, procedures, and outcomes",
journal="Alberta journal of educational research",
year="2008",
author="Menendez, Anthony L. and Payne, Linda Donica and Mayton, Michel R.",
volume="54",
number="4",
pages="448-462",
abstract="This article presents the processes and outcomes of a year of School-Wide Positive Behavior Support in a North Texas elementary school serving kindergarten through grade 3 students. Included is a description of a school treatment package that incorporated components such as facilitation of the teaming process, a lottery-type system of intermittent reinforcement, mystery motivators, and recognition assemblies, all targeted at increased student compliance with school rules. Positive outcomes included: (a) a reduction in the number of office referrals; (b) reduced frequency of rules-based violations on the part of students; (c) reduced use of punitive consequences such as time-outs, written reprimands, and student conferences on the part of the faculty and administration; and (d) an increase in scores on a state-mandated academic achievement assessment administered to grade 3 students.<p />",
language="",
issn="0002-4805",
doi="",
url="http://dx.doi.org/"
}