Disruptive classroom behavior has led many schools to implement positive behavioral
strategies intended to create orderly learning environments. Despite initiation of such a
strategy, an elementary school in the mid-Atlantic region still experienced an increase in
office referrals and a decline in student achievement. The purpose of this mixed methods
case study was to investigate the connections between a blended behavior program and
student behavior and academic achievement, as well as staff perceptions about their
experience with the program, and the degree to which the practices were implemented
with fidelity. Skinner’s behavioral theory served as the theoretical basis for the
investigation. Office referrals and standardized math scores of 72 students were analyzed
across 3 years, including the year before and the 2 years following the implementation of
the blended behavior program, to determine whether significant differences existed
within-subjects. Interviews were conducted with 9 teachers, representing kindergarten-6
th
grade, to explore staff perceptions of the blended behavior program. Quantitative results
indicated a reduction in referrals after the 1
st year of implementing the blended program
and an improvement in math achievement after the 2
nd year. While a decline in math
scores occurred the 1st year of implementation and an increase the 2nd year, the difference
in net performance rendered the results inconclusive to determine the influence of the
program on achievement. Qualitative results revealed inconsistencies in the way teachers
implemented the program initiatives. This study contributes to positive social change by
providing stakeholders a deeper understanding of the blended program and increasing
staff capacity to manage challenging behaviors.