The Impact of a Teacher Preferred Group Contingency on Class- Wide Behavior: The Role of Data Based Decision Making

2016

Heather George
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813-974-6440

The purpose of this study was to further examine the impact of a teacher-preferred group contingency on class-wide behavior in three general elementary education classrooms when it is used with data-based decision making by classroom teachers. A multiple baseline design across classrooms was used to examine the changes in class-wide disruptive behavior, academic engagement, and academic performance in targeted academic time periods. Data indicated that implementation of the group contingency preferred by the teachers in conjunction with data-based decision making resulted in decreases in disruptive behavior and increases in academic engagement and academic performance across classrooms. In addition, improvement in class-wide behavior was maintained at 1-week follow-up.

Academic engagement, class wide intervention

Doctoral Dissertation or Master's Thesis

Consumers/Families, Professionals, Students

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N/A