Graduation Year

2006

Document Type

Thesis

Degree

M.A.

Degree Granting Department

Applied Behavior Analysis

Major Professor

Kelly A. Powell-Smith, Ph.D.

Keywords

Behavior management, Classroom management, Behavior game

Abstract

Research in the field of applied behavior analysis indicates that all group-contingency programs have been effective in both increasing academic and behavior success in the classroom environment. Among the three types of group-contingency programs, this study investigated the effects of a multiple component interdependent group-oriented contingency program on the behavior of typically developing elementary students. The purpose of this study was to develop and analyze the effects of a classroom management system that teachers or educators could utilize to minimize problematic classroom behaviors while increasing adaptive classroom behaviors. The study was conducted within two third-grade classrooms from a local school which accommodates low socio-economic status and high risk students. This intervention included the use of visuals, positive teacher praise, a reinforcement lottery system, a criterion level lottery system, a token economy reinforcement system, and positively stated expectations. A multiple baseline design was used to analyze the effects over multiple classrooms and with multiple target students within each classroom setting. Results indicate that the intervention had a positive effect on behaviors for both the classrooms and five of the target students.

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