Date of Award:

8-2026

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Committee Chair(s)

Audrey Hoffmann

Committee

Audrey Hoffmann

Committee

Naima Bhana Lopez

Committee

Thomas Higbee

Abstract

This project examined the effectiveness of two variations of the Good Behavior Game (GBG) intervention: the traditional teacher-led and a student-supported variation. The traditional intervention has been shown to be an effective intervention for reducing disruptive classroom behaviors. Despite its effectiveness, proper implementation does require additional effort from the teacher—effort that may better be directed toward improving instruction. A student-supported variation of the intervention has the potential to reduce the effort required of teachers who wish to implement the intervention in their classroom. We utilized a nonconcurrent, multiple baseline design with alternating treatment to compare the effectiveness of both versions of the intervention. Following the study, social validity was assessed for teacher and student participants. Results showed that both versions were effective at reducing disruptive behavior in the classroom. Students also preferred playing the student-supported version, while teacher preference was mixed; all teacher participants did indicate they planned on to utilize both variations in the future. This study provides evidence that a student-supported variation can successfully, and effectively, be implemented in an elementary classroom to reduce disruptive behavior.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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