Π

IMPLEMENTING POSITIVE BEHAVIORAL

INTERVENTIONS: ENHANCING STUDENT
BEHAVIOR AND ENGAGEMENT IN THE
CLASSROOM THROUGH DAILY
PERFORMANCE CARD
Makinano, Manuel Fausto Jr., R.
Completed 2024

E-Saliksik: the DepEd Research Portal is the official repository of education

research in the Department of Education (DepEd). This research was funded
e-saliksik.deped.gov.ph by the Basic Education Research Fund.
 ABSTRACT

This study explores the implementation of Positive Behavioral Interventions using Daily
Performance Cards (DPCs) as a tool to enhance student behavior and engagement in the
classroom. The research emphasizes fostering a proactive and structured approach to
managing classroom behaviors by setting clear expectations, monitoring progress, and
providing immediate feedback. DPC’s serve as a bridge between educators, students, and
parents, promoting consistent communication and accountability. Results demonstrate that
integrating DPCs within Positive Behavioral Interventions frameworks not only improves
behavioral outcomes but also strengthens student engagement and academic performance.
This paper underscores the importance of tailored interventions, collaborative efforts, and
ongoing support to create a positive and inclusive learning environment.
 TABLE OF CONTENTS

Abstract 2

Context and Rationale 4

Innovation, Intervention, and Strategy 5

Action Research Questions 6

Action Research Methods 6

a. Participants, Other Sources of Data and Information
b. Data Gathering Methods
c. Data Analysis Plan

Discussion of Results 7
a. Baseline Data Observation
b. During the Implementation of Intervention
c. Post Data Observation

Reflection 10

Recommendation 12

References 13
 CONTEXT AND RATIONALE

Classroom behavior management is a fundamental component of creating an effective

learning environment. I often face challenges in addressing diverse behavioral needs in my
classroom due to extreme heterogeneous class grouping. Most of the time, learners who
shows misbehavior comes from the male learning group who often disrupt learning and
impact other learners engagement. Apart from this, they ignites fight, do cutting class, bullies
and more. I know that this problem is existing even before, but my challenge is how to be
creative in solving the prevailing issue.

As a teacher, I intend to foster positive behaviors while enhancing learner engagement.

Positive Behavioral Interventions is one strategy that has gained traction with the use of a
Daily Performance Card (DPC), a tool designed to provide learners with clear, consistent
feedback on their behavior and engagement throughout the school day.

The DPC serves as a practical and evidence-based approach to reinforce desired behaviors
while giving learners the opportunity to self-reflect and improve their interactions and
participation in the classroom. By focusing on positive reinforcement and consistent
monitoring, the DPC allows learners to build self-regulation skills, promotes accountability,
and strengthens teacher-learner communication. Additionally, it enables educators to tailor
support to meet the individual behavioral goals of each learner.

The implementation of Daily Performance Cards as part of a Positive Behavioral

Interventions strategy, emphasizes how this approach not only mitigates disruptive behaviors
but also fosters a positive, inclusive, and academically enriching environment for all learners.

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Achored in the Positive Behavioral Interventions, the implementation of Positive Behavioral

Interventions strategy through the use of a Daily Performance Card can be an effective
method to improve student behavior and engagement. This strategy would not discriminate
the class minority group members, nor list them as part of the troublesome learners associated
with wide-ranging negative behavior (Vargas et al., 2020). This strategy serves as a
structured way to reinforce positive behaviors, foster a growth mindset, and encourage self-
regulation, ultimately creating a more supportive classroom environment.
Within the educational context, teachers’ stress has become a topic of heightened interest in
recent years. Teaching is considered a high-stress profession in a national sample of teachers,
46% reported high levels of daily stress due to negative student behavior. Other empirically
derived estimates of stress associated with teaching have increased in recent years, with some
studies reporting the percentage of teachers reporting stress as high as 93% in urban schools
(Herman et al., 2020). Furthermore, occupational stress in educators has been associated with
negative learners behavior (Hagermoser Sanetti et al., 2020). In a review of current research
on teacher stress, Hagermoser Sanetti and colleagues (2020) outline these consequences as
including increased mental and physical effects on the teacher, increased risk for student
academic and behavioral problems, and impacts on the educational profession and workforce
(Hagermoser Sanetti et al., 2020).

Below are key elements of the proposed intervention and strategy:

Objective of the Intervention

 The primary goal is to promote positive behavioral changes and increase student
engagement by providing consistent, constructive feedback on students’ behaviors.
 The Daily Performance Card serves as a daily tracking tool to recognize and
encourage positive behaviors, helping students understand and reflect on their actions.

Daily Performance Card Design

 The card should outline specific behaviors or goals tied to classroom expectations
(e.g., respect, participation, task completion).
 Each behavior is rated at the end of each class or day using a simple, easy-to-
understand scoring system (e.g., a 1-5 scale or color-coded system).
 Teachers should provide quick, specific feedback on each behavior to keep students
informed about their progress.

Implementation Steps

 Teacher Training: Equip teachers with the knowledge to implement the system
effectively. Training would cover rating criteria, feedback techniques, and strategies
to motivate students.
 Daily Check-Ins: Incorporate a brief discussion at the beginning and end of each day
to review expectations and set positive goals.
  Student Self-Assessment: Allow students to rate their own behavior alongside the
teacher’s ratings to encourage self-reflection and accountability.
 Parental Involvement: Send weekly or bi-weekly reports home to engage parents
and foster a supportive environment outside the classroom.

Reinforcement System

 Incorporate reward systems (such as praise, stickers, or privileges) for students who
meet their daily/weekly goals.
 Offer tiered rewards to maintain motivation and engagement over time, with small
rewards for daily achievements and larger incentives for consistent improvement.

Data Collection and Analysis

 Use the data from the performance cards to identify behavior trends, allowing
teachers to tailor interventions for specific students or behaviors.
 Track progress to assess whether the intervention is reducing behavioral issues and
improving engagement, adjusting the approach if necessary.

Evaluation and Feedback Loop

 Conduct regular evaluations with teachers, students, and parents to assess the
intervention’s effectiveness and areas for improvement.
 Adjust the Daily Performance Card criteria and goals as students show improvement
to continue challenging and motivating them.
This approach combines clear expectations, positive reinforcement, and self-reflection, all
essential components for creating a classroom atmosphere that supports positive behavior and
engagement. Over time, the Daily Performance Card can help instill lifelong self-
management skills and a positive outlook on learning.

ACTION RESEARCH QUESTION

The importance of daily tracking and feedback on learners’ behavior and classroom
engagement allows teachers to gain significant insights into the effectiveness of Positive
Behavioral Interventions techniques. Getting the most appropriate intervention technique
allows teachers and learners get on the same page in the learning process so no one will be
left behind.
In search for the most appropriate intervention to solving classroom behavioral problem. This
action research intends to answer the question "How does daily feedback via a Performance
Card impact the grade five learner engagement and self-regulation in classroom settings?"

RESEARCH METHODS

a. Participants, Other Sources of Data and Information

The participants of the action research are the learners of Acacia Elementary School from the
higher grades. The data will be coming from the real time observation done by me and the
existing anecdotal records and incident reports made by teachers who handled the learners
who manifest misbehavior. Informal source of information can also be utilized by me like
exemplifying good manners, courtesy, and classroom participation.
b. Data Gathering Methods
To gather data on the effectiveness of a daily performance card (DPC) as part of positive
behavioral interventions to enhance classroom behavior and engagement, a combination of
quantitative and qualitative methods would be ideal.

Observation and Behavioral Tracking

Purpose: Document real-time changes in student behavior and engagement.

Method: Use systematic observation to track students’ behavioral responses to the DPC
intervention. Observers (teachers or trained assistants) can record the frequency of positive
vs. negative behaviors and instances of engagement or disengagement during the day.
Data Collection Tool: Behavior tracking sheet or checklist.

Daily Performance Card (DPC) Records

Purpose: Collect quantifiable data directly from the intervention tool.

Method: Daily scores or notes on the DPC can be used to gauge students’ daily behavioral
improvements or regressions.
Data Collection Tool: The completed DPCs themselves, which may include specific
behavior categories like attention, participation, and respect for rules. These can be
numerically scored for easy analysis.

Surveys and Self-Reports (Students and Teachers)

Purpose: Obtain subjective feedback from both students and teachers on the intervention’s
impact.
Method: Periodic surveys or self-report questionnaires can assess students' self-perception of
engagement, motivation, and behavior. Similarly, teachers can report changes they observe in
student behavior and classroom dynamics.
Data Collection Tool: Standardized surveys or Likert-scale questionnaires tailored to
measure behavioral and engagement outcomes.

Interviews and Focus Groups (Teachers, Students, Parents)

Purpose: Collect in-depth qualitative data on experiences with the DPC and insights into
behavioral changes.
Method: Conduct structured or semi-structured interviews or focus groups with teachers,
students, and potentially parents. Questions can focus on perceived changes, challenges, and
overall satisfaction with the DPC.
Data Collection Tool: Interview or focus group transcripts.

Academic Performance and Attendance Records

Purpose: Measure indirect effects of behavioral intervention on academic engagement and

attendance.
Method: Collect data on students' grades, assignment completion rates, and attendance to
determine if there is a correlation between behavioral intervention and academic success.
Data Collection Tool: School records, report cards, or attendance logs.

Behavioral Incident Reports

Purpose: Track the frequency of negative behavior incidents over time.

Method: Analyze incident reports from before and after DPC implementation to observe if
there’s a decline in behavioral issues such as tardiness, disruptions, or conflicts.
Data Collection Tool: Incident report logs or disciplinary records maintained by the school.

Combining these methods can provide a comprehensive understanding of how DPC impacts
student behavior and engagement in the classroom, offering both quantitative and qualitative
perspectives on the intervention's effectiveness.
c. Data Analysis Plan

The data analysis plan will provide a balanced, data-driven evaluation of the DPC
intervention’s impact on enhancing students’ behavior and engagement, drawing on the
strengths of both quantitative and qualitative insights.

Discussion of Results
A. Baseline Data Observation

Prior to implementing the intervention, baseline data was collected to establish a benchmark
for student behavior and engagement levels. Observations indicated that students struggled
with maintaining focus, adhering to classroom rules, and demonstrating consistent
engagement in academic tasks. Behavioral issues such as frequent disruptions, incomplete
assignments, and lack of participation were prevalent. The data revealed patterns of
inconsistent performance, highlighting the need for structured, individualized behavioral
support.

B. During the Implementation of Intervention

The implementation of the Daily Performance Card (DPC) within the Positive Behavioral
Interventions and Supports (PBIS) framework brought noticeable changes to classroom
dynamics. Students received clear behavioral expectations and immediate feedback through
the DPC system. This structure allowed for improved self-regulation and accountability.
Educators observed a reduction in disruptive behaviors and an increase in task completion
and active participation. Parental involvement, facilitated by the daily communication aspect
of the DPC, further reinforced the intervention’s effectiveness. Additionally, teachers
reported that the intervention fostered a positive classroom environment and strengthened
student-teacher relationships.

C. Post Data Observation

Post-intervention data demonstrated significant improvements in both behavior and

engagement across the student group. Metrics such as on-task behavior, assignment
completion, and adherence to classroom norms showed marked progress compared to
baseline levels. The sustained use of the DPC helped students internalize positive behaviors
and develop self-management skills. Feedback from stakeholders, including teachers, parents,
and students, indicated high satisfaction with the intervention. Despite these successes, a
small subset of students required additional support, suggesting the need for further
customization of behavioral strategies.
Reflection

The implementation of Positive Behavioral Interventions and Supports (PBIS) using the
Daily Performance Card (DPC) has provided valuable insights into the dynamics of student
behavior, engagement, and the role of structured interventions in the classroom.

One key takeaway is the importance of setting clear and consistent behavioral expectations.
By establishing a routine for monitoring and providing immediate feedback, the DPC
intervention fostered accountability and encouraged students to take ownership of their
behavior. This approach proved effective in promoting positive habits and reducing
disruptive tendencies.

Another significant observation was the impact of collaboration between educators, students,
and parents. The DPC served as a communication bridge, allowing parents to actively
participate in their child's behavioral progress. This partnership not only strengthened the
intervention’s outcomes but also highlighted the value of community support in education.

However, the reflection process also reveals areas for growth. While the majority of students
responded positively to the intervention, some required more individualized strategies to
address complex behavioral challenges. This underscores the need for flexibility in designing
interventions to accommodate diverse student needs. Additionally, the intervention's success
depended heavily on the consistency of implementation by teachers, suggesting that ongoing
professional development and support are crucial for sustaining its effectiveness.

Overall, the experience reaffirms the importance of proactive and evidence-based behavioral
interventions in fostering a positive and engaging learning environment. The insights gained
from this process will inform future efforts to refine and enhance classroom management
practices.

Recommendation

Recommendation

Based on the findings and reflections, the following recommendations are proposed to
enhance the effectiveness of Positive Behavioral Interventions and Supports (PBIS) using
Daily Performance Cards (DPC):

Expand Training for Educators

Provide comprehensive training for teachers on implementing DPCs effectively within the
PBIS framework. This should include strategies for setting measurable goals, offering
constructive feedback, and addressing diverse student needs. Continuous professional
development will help educators sustain the intervention's effectiveness over time.

Individualize Interventions
Tailor the DPC approach to meet the unique needs of each student, especially those who
require additional behavioral support. Consider integrating specific goals, rewards, or
strategies to address complex behavioral challenges, ensuring that no student is left behind.

Strengthen Parental Involvement

Encourage greater collaboration between schools and families by providing resources and
workshops to help parents understand and engage with the DPC process. Consistent
communication between educators and parents is essential to reinforce positive behavior and
support student growth.

Monitor and Evaluate Progress

Establish a system for regularly monitoring and evaluating the effectiveness of the DPC
intervention. Collect data on student behavior and engagement to identify trends, measure
progress, and make data-driven adjustments to the program.

Foster a Positive Classroom Culture

Complement the DPC intervention with activities and practices that promote a supportive and
inclusive classroom environment. Strategies such as peer mentoring, collaborative learning,
and recognition of positive behaviors can help reinforce the program's goals.

Scale and Share Best Practices

Document and share successful practices from the DPC implementation to guide other
classrooms or schools looking to adopt similar interventions. This can foster a community of
practice that supports the widespread use of evidence-based behavioral strategies.

By adopting these recommendations, schools can optimize the use of DPCs within PBIS
frameworks, creating a more supportive, engaging, and effective learning environment for all
students.

REFERENCES

Hagermoser Sanetti, L. M., Boyle, A. M., Magrath, E., Cascio, A., & Moore, E. (2020).
Intervening to decrease teacher stress: A review of current research and
new directions. Contemporary School Psychology, 25(4), 416-425.
http://dx.doi.org/10.1007/s40688-020-00285-x

Herman, K. C., Reinke, W. M., & Eddy, C. L. (2020). Advances in understanding and
intervening in teacher stress and coping: The Coping-Competence-Context
Theory. Journal of School Psychology, 78, 69-74.
https://doi.org/10.1016/j.jsp.2020.01.001

Vargas, S. M., Huey, S. J., Jr., & Miranda, J. (2020). A critical review of current
evidence on multiple types of discrimination and mental health. American
Journal of Orthopsychiatry, 90(3), 374–390.
https://doi.org/10.1037/ort0000441