Graduation Year
2006
Document Type
Thesis
Degree
M.A.
Degree Granting Department
Applied Behavior Analysis
Major Professor
Kelly A. Powell-Smith, Ph.D.
Keywords
Behavior management, Classroom management, Behavior game
Abstract
Research in the field of applied behavior analysis indicates that all group-contingency programs have been effective in both increasing academic and behavior success in the classroom environment. Among the three types of group-contingency programs, this study investigated the effects of a multiple component interdependent group-oriented contingency program on the behavior of typically developing elementary students. The purpose of this study was to develop and analyze the effects of a classroom management system that teachers or educators could utilize to minimize problematic classroom behaviors while increasing adaptive classroom behaviors. The study was conducted within two third-grade classrooms from a local school which accommodates low socio-economic status and high risk students. This intervention included the use of visuals, positive teacher praise, a reinforcement lottery system, a criterion level lottery system, a token economy reinforcement system, and positively stated expectations. A multiple baseline design was used to analyze the effects over multiple classrooms and with multiple target students within each classroom setting. Results indicate that the intervention had a positive effect on behaviors for both the classrooms and five of the target students.
Scholar Commons Citation
Simonds, Stacey D., "Effects of a multi-component interdependent group contingency game on the classroom behavior of typically developing elementary school children" (2006). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/2703
