Graduation Year
2021
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Educational Measurement and Research
Major Professor
Evan Dart, Ph.D., BCBA-D
Committee Member
Kimberly Crosland, Ph.D., BCBA-D
Committee Member
Rose Iovannone, Ph.D.
Committee Member
John Ferron, Ph.D.
Committee Member
Jose Castillo, Ph.D., NCSP
Keywords
applied behavior analysis, behavioral interventions, classwide intervention, group contingencies
Abstract
Challenging behavior in the context of education poses a number of significant issues for students and teachers, alike. Students who engage in significant challenging behaviors face poor educational outcomes and interpersonal conflict with peers. Educators must balance curriculum responsibilities and administrative duties while also addressing behavioral concerns that arise. Additionally, most educators are provided limited, if any specific training on the use of behavioral interventions. The proposed study aims to examine a classwide, behavioral intervention, the Good Behavior Game (GBG) and its utility in addressing challenging behaviors while informing research questions relevant to efficient practices for training educators.
Scholar Commons Citation
Hodnett, Jennifer M., "The Impact of Teachers’ Treatment Fidelity to the Good Behavior Game on Problem Behaviors Exhibited within a Self-Contained Classroom Setting" (2022). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9375
