Date of Award
5-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Psychology
Committee Chair
Brad Dufrene
Committee Chair School
Psychology
Committee Member 2
D. Joe Olmi
Committee Member 2 School
Psychology
Committee Member 3
Zachary Labrot
Committee Member 3 School
Psychology
Committee Member 4
Emily DeFouw
Committee Member 4 School
Psychology
Abstract
This study tested the effects of Implementation Planning, an antecedent-based Behavioral Consultation strategy, to increase the probability that teachers implemented a modified version of The Good Behavior Game with integrity. Participants included three elementary school teachers for first, fourth and fifth grade and their students. The primary dependent variables were percentage of Good Behavior Game steps implemented by teachers and teachers’ implementation quality. Secondary dependent variables included the class’s appropriately engaged behavior and problem behavior. The extent to which there was a functional relation between Implementation Planning and increased treatment integrity was tested via a multiple baseline design across teachers. Results indicated that when Implementation Planning was implemented, teachers’ treatment adherence and implementation quality increased, albeit with some variability. Regarding students’ behavior, during baseline students’ appropriately engaged behavior was high and their problem behavior was low; as a result, the relationship between increased integrity and improvements in the class’s behavior could not be evaluated. Limited maintenance data indicated that adherence and quality decreased at follow-up, but maintained levels greater than observed during baseline.
Copyright
Taylor A. Ben
Recommended Citation
Ben, Taylor, "Implementation Planning: A Consultation Strategy to Increase Treatment Integrity of a Modified Version of the Good Behavior Game" (2026). Dissertations. 2483.
https://aquila.usm.edu/dissertations/2483