Date of Award:
8-2024
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Special Education and Rehabilitation Counseling
Committee Chair(s)
Audrey N. Hoffmann
Committee
Audrey N. Hoffmann
Committee
Kaitlin Bundock
Committee
P. Ray Joslyn
Abstract
Children with Autism exhibit significantly fewer social interaction behaviors than their neurotypical peers. Much of the research around this deficit focuses on early intervention, and specialty services such as ABA intervention. The Good Behavior Game is an interdependent group contingency that has been shown to improve academic, social and appropriate behaviors in a variety of settings. This study explored the effects of the GBG on the social interactions of elementary students within special education without specifically targeting social interactions with peers through the game's rules. This study found negative (null) results, indicating that the GBG did not affect the social interactions of three, female elementary students during calendar or free time.
Checksum
75f20000b6704b874f13803086451db9
Recommended Citation
Walton, Emma, "Evaluating Social Interactions as a Byproduct of The Good Behavior Game Within an Elementary Small Group Classroom" (2024). All Graduate Theses and Dissertations, Fall 2023 to Present. 302.
https://digitalcommons.usu.edu/etd2023/302
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