The Effects of an Interdependent Group-Oriented System Positive Behavior Support called Secret Student on Student Behavior at a Public Separate Day Facility for Students with Severe Behavior

Abstract

This paper investigates the effects of an interdependent group-oriented positive behavior support called Secret Student on the behavior of students attending school at a public separate day facility for students with severe behavior. The study's participants include 61 students from middle school and high school. Students' average percent of points earned during baseline were compared to the average percent of points earned during the implementation of Secret Student (trial period). Two high school clusters; one cluster whose students are considered "conduct disorder" (HS-CD), and one cluster whose students are considered "emotionally fragile" (HS-EF) were compared to determine if the effect of Secret Student varied by type of student. Two middle school clusters; one cluster with students in 6th and 7th grade (MS-6&7), and one cluster with students in 8th grade (MS-8) were compared to determine if the effect of Secret Student varied by middle school grade level. The study found no noticeable difference between the baseline period and the trial period within all four clusters. The study also found no noticeable difference in the effect of Secret Student between the HS-CD and HS-EF clusters as well as no noticeable difference between the MS-6&7 and MS-8 clusters.