Graduation Year

2024

Document Type

Thesis

Degree

M.A.

Degree Name

Master of Arts (M.A.)

Degree Granting Department

Educational and Psychological Studies

Major Professor

Evan Dart, Ph.D., BCBA-D

Committee Member

Jose Castillo, Ph.D., NCSP

Committee Member

Nathaniel von der Embse, Ph.D., NCSP

Keywords

behavioral intervention, classroom management, academic engagement, behavior support

Abstract

Disruptive behavior in elementary classrooms can hinder students' academic engagement and overall learning experience. This study examined the effectiveness of using a student-selected reinforcer preference assessment in a positive variation of the Good Behavior Game, a widely implemented classroom management strategy, in general education elementary classrooms. The study's purpose was to determine whether student-selected reinforcers led to better outcomes compared to teacher-selected reinforcers, by examining the intervention's effects on academic engagement and disruptive behavior. The methodology involved a single-case research design and an alternating treatment design, which were employed to answer the research questions. Findings revealed the benefits of integrating student-selected interventions for behavior management in the classroom. The study demonstrated that student-selected reinforcers generally resulted in higher levels of academic engagement and lower levels of disruptive behavior compared to teacher-selected reinforcers across all three classrooms (1st, 2nd, and 5th grade). The class-wide preference assessment successfully generated clear hierarchies of preferred stimuli within each participating classroom. Both teachers and students found the intervention to be acceptable and feasible. Further research, implications, and discussions revolve around the use of student-selected reinforcers in combination with the Good Behavior Game and its potential in positively impacting academic engagement and reducing disruptive behavior in elementary school settings.

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