Graduation Year




Degree Name

Master of Arts (M.A.)

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Blair, Ph.D.

Committee Member

Donald Kincaid, Ed.D.

Committee Member

Heather Peshak-George, Ph.D.


academic engagement, class-wide intervention, disruption, group contingency, schoolwide PBIS, teacher preference


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.