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.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-7448 |
| Date | 25 March 2016 |
| Creators | Herrera, Fernando M. |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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