Date of Award

Summer 8-2017

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Committee Chair

Daniel Tingstrom

Committee Chair Department

Psychology

Committee Member 2

Keith Radley

Committee Member 2 Department

Psychology

Committee Member 3

Evan Dart

Committee Member 3 Department

Psychology

Committee Member 4

Brad Dufrene

Committee Member 4 Department

Psychology

Abstract

Appropriate and effective classroom management skills are critical in supporting students’ academic, social, and behavior development in schools; however, teachers often cite needing help with classroom management as their greatest need. Given this concern, school psychologists need effective and efficient strategies to offer to teachers and school staff dealing with classwide behavioral difficulties. The Good Behavior Game (GBG) is an empirically supported interdependent group contingency intervention providing explicit classroom management techniques aimed at improving student behavior. The purpose of this study was to assess the effects of a positive version of the GBG utilizing ClassDojo technology on classwide academically engaged and disruptive behavior. Measures of teacher perception of social validity and student perception of acceptability were also obtained. Overall, results indicated the intervention procedures were effective at improving student behavior across four middle-school classrooms, were considered socially valid by both participating teachers, and were acceptable to middle-school students.

Masters thesis: http://aquila.usm.edu/masters_theses/91/

ORCID ID

0000-0001-9179-3138

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