Date of Award:

8-2024

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Special Education and Rehabilitation Counseling

Committee Chair(s)

Timothy A. Slocum

Committee

Timothy A. Slocum

Committee

Kaitlin Bundock

Committee

Sarah Pinkelman

Committee

Tyler Renshaw

Committee

Kristen Rolf

Abstract

Disruptive behavior in the classroom can cause challenges for both teachers and students, creating high levels of teacher stress and preventing students from accessing academic instruction. Training on evidence-based classroom management is often resource-intensive and has inconsistent impact on teacher behavior in the classroom. The purpose of this study was to investigate the impact of professional development on paraprofessionals' treatment fidelity of the Caught Being Good Game. We used a multiple baseline design to provide a tiered model of professional development to provide the least intensive level necessary to support implementation. Results indicate that all four teachers successfully implemented most components of the Caught Being Good Game following direct training, with the exception of verbal feedback. One teacher required implementation planning followed by post-session feedback to reach mastery, and the final teacher did not reach mastery. Student disruption reduced slightly when the Caught Being Good Game was in place. Social validity results suggest teachers and students found the game to be highly acceptable and effective.

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