Author ORCID Identifier

https://orcid.org/0000-0002-4021-608X

Semester

Summer

Date of Graduation

2025

Document Type

Thesis

Degree Type

MS

College

Eberly College of Arts and Sciences

Department

Psychology

Committee Chair

Raymond Joslyn

Committee Member

Ryan Best

Committee Member

Kathryn Kestner

Abstract

Student disruptive behavior in the classroom can adversely affect both students and teachers. The Good Behavior Game (GBG) is a well-established classroom management strategy used to reduce disruption. However, its use remains limited due to implementation barriers reported by teachers, such as effort associated with delivering feedback, and the limited generalization of the GBG effects to times when the game is not in place. The current study had two main objectives: (a) to evaluate whether a modified version of the GBG implemented on a mixed-schedule-like arrangement (MIX GBG) could reduce student disruption as effectively as the standard version (MULT GBG), and (b) to examine if the effects of the MIX GBG extended to periods in which the game was not in place. Both versions of the GBG were implemented in two elementary school classrooms. Results showed that MIX GBG produced reductions in overall disruption only in one classroom, while MULT GBG was effective in both classrooms. Teachers and students preferred MULT GBG over MIX GBG. Further research should investigate the effectiveness of MIX GBG and continue to evaluate the individual role of each component of the GBG to improve contextual fit and reduce implementation barriers.

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