Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department


Major Professor

Evan Dart, Ph.D.

Committee Member

Nathaniel von der Embse, Ph.D.

Committee Member

John Ferron, Ph.D.

Committee Member

Donald Kincaid, Ph.D.


classroom behavior management, equity, school intervention


Exclusionary discipline actions in schools (e.g., suspension, expulsion) are related to short- and long-term negative outcomes for students. For the past several decades, Black students have received disproportionate disciplinary actions in schools compared to their peers. Classroom behavior interventions are an alternative practice to traditional disciplinary actions and are important tools for reducing overall levels of exclusionary discipline. It is imperative to ensure equitable implementation is being used within these behavior interventions to support all students in the classroom. The Good Behavior Game (GBG) is a widely used classroom behavior intervention that has been described as a universal behavioral vaccine. Although effective at reducing traditional punitive discipline actions overall, it is unclear if the GBG is being implemented equitably. This study investigated if the GBG is being implemented equitably in classrooms and, if not, whether teachers can be trained to implement it equitably. Three teachers and their respective classrooms participated using a nonconcurrent multiple baseline design across classrooms. Findings suggest that teachers are implementing the GBG at disproportionate levels across racially diverse students. The brief training incorporating performance feedback, self-monitoring, and self-awareness was not effective for shifting these teachers to equitable implementation. This study also sought to understand if the inequitable and equitable implementation of the GBG had a differential impact on student behavior and discipline outcomes for students based on their race. The current study was unable to answer this aim. The findings of this study further the knowledge of equitable classroom behavior management practices.

Included in

Psychology Commons