| Research clearly documents that inappropriate behavior in the classroom leads to decreased instructional time and a lower rate of learning when more time is spent controlling the classroom. Hence, the purpose of this study was to evaluate the effectiveness of a systematic school-wide behavior therapy program on behavioral patterns and literacy levels of 400, 5 th through 8th grade students of one inner city school. A quasi-experimental mixed-method framework incorporated data collected via in-depth interviews, Harcourt Dibels and Language Fluency and Comprehension scores, and Behavior and Student Rule Violation Log scores. Independent sample t-tests were used to examine the effect of the token economy intervention on student behavior, and academic performance, then these results were corroborated against themes that emerged in the interview data. The results revealed that overall behavioral patterns significantly improved with a reduction of over 50% for both discipline referrals and student suspensions, and that the intervention group out performed the comparison group with mean scores of 91% and 83% respectively. Lastly, the students in the intervention group demonstrated improved proficiency in literacy skills and writing assessments. Addressing the problem raised in this study creates a classroom environment that is conducive for students to achieve the background knowledge necessary for academic success, as well as facilitating a school climate which fosters collegial relationships teachers and administration. The results of this study could also prove significant for the greater community at-large. Through the continued exhibition of socially positive behavior, a stronger sense of respect, responsibility, and community is likely to evolve. |
