PBS has been effective in schools since more than twenty years with an aim to improve student

behavior and decrease disciplinary issues. Following the introduction of PBS in 1990, various
reforms have been implemented in different states. In order to measure the effectiveness of those
reforms, it is important to investigate the relationship between PBS and accountability measure
(which in this case is ODR) (Marin & Filce, 2013).
In "Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School",
the team uses bivariate correlation to test the linear relationship between the variable Positive
Behavior Support (PBS) (measured by praise notes written per day per 100 students) and Office
Discipline Referral (ODR) (which is an index for student behavior) (measured by ODRs written
per day per 100 students).
The data analysts have used bivariate correlation correctly to measure the effectiveness of PBS
system in schools. Since both variables are discrete with consistent units, linear correlation can
be easily measure using r the correlation coefficient. Moreover, correlation coefficient
eliminates the causality condition which is another reason why this statistical test was
appropriate for the given data.
The correlation coefficient preassume that the data is normally distributed with homoscedasticity
and linearity. The non-linear relationship and outliers give out spurious correlation (LaFrance,
2009). All assumptions are met by the data set used by the authors (since the data set is very
large, a normal distribution can be safely assumed) and hence, the test was appropriate.
The team Julie A. Peterson Nelson, Benjamin J. Young, Ellie L. Young, and Gregory Cox worked
on research question that whether the students receiving praise note were less likely to receive
ODR or not. The results verified the hypothesis of the team that there indeed exists negative
relationship between PBS and ODR reflected by the correlation coefficient r=-0.551 with 5%
significance level.
The authors used their result to conclude that PBS system is highly effective and easily
implemented. The PBS approach is a proactive approach rather than the traditional reactive
approach which makes it more desirable for students (Sardina, 2012). The team then made
further recommendations for schools based on the results achieved that use of social skills should
be encouraged in schools, teachers should be instructed continuously and encouraged to write
praise notes and finally, more studies should be carried out in schools to demonstrate
effectiveness of PBS and create awareness.

References
LaFrance, J. A. (2009). EXAMINATION OF THE FIDELITY OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT IMPLEMENTATION AND ITS RELATIONSHIP TO ACADEMIC
AND BEHAVIORAL OUTCOMES IN FLORIDA. Retrieved from
http://etd.fcla.edu/CF/CFE0002713/LaFrance_Jason_A_200908_EdD.pdf
Marin, A. M., & Filce, H. G. (2013). The Relationship Between Implementation of School-Wide
Positive Behavior Intervention and Supports and Performance on State Accountability
Measures. SAGE Journals.
Sardina, J. J. (2012, November 30). EFFECTS OF POSITIVE BEHAVIOR SUPPORT SYSTEM
ON STUDENT LEARNING IN K-12 CLASSROOMS. Retrieved from
https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Sardina_Jerome_
MP.pdf