Date of Award

8-2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Zachary LaBrot, Ph.D.

Committee Chair School

Psychology

Committee Member 2

D. Joe Olmi, Ph.D.

Committee Member 2 School

Psychology

Committee Member 3

Brad Dufrene, Ph.D.

Committee Member 3 School

Psychology

Committee Member 4

Emily DeFouw, Ph.D.

Committee Member 4 School

Psychology

Abstract

This study extends the literature on an interdependent group contingency, called Behavior BINGO, among elementary-level alternative school students at the classwide and target student levels. This study also introduced a maintenance phase. Results indicate an increase in classwide levels of academically engaged behavior (AEB) and a decrease in classwide levels of disruptive behavior (DB) after implementation of Behavior BINGO; this functional between Behavior BINGO and a subsequent change in behavior of target students was lacking. No effects of Behavior BINGO on off-task behavior (classwide or for target students) were found. Results on the Usage Rating Profile-Intervention, Revised (URP-IR; Chafouleas et al., 2011) suggested that teachers did not find the intervention as effective at addressing DB at the classwide or target student levels. In addition, they found the intervention cumbersome and were not likely to use the intervention for classroom behavior management in the future. Future research on the effectiveness of Behavior BINGO as a classroom behavior management intervention should explore tailoring the operational definitions and/or dependent variables to better represent behaviors of concern, include target students as a unit of analysis, provide more reinforcing reinforcers, and further thin the schedule of reinforcement.

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