Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Henington, Carlen

Committee Member

McCleon, Tawny

Committee Member

Gadke, Daniel

Committee Member

Mazahreh, Laith

Date of Degree

8-10-2018

Original embargo terms

Visible to MSU only for 3 years

Document Type

Dissertation - Open Access

Major

Educational Psychology

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Counseling, Educational Psychology and Foundations

Abstract

The purpose of the current study is to examine the effects of the Caught Being Good Game (CBGG) on students’ classroom behaviors. The CBGG is a positive variation of the Good Behavior Game, which has been identified as an evidenced-based intervention designed for managing classroom behavior across students, behaviors, and settings. In the current study, the effectiveness of the CBGG intervention was examined within 2 high school special education classrooms located at two school districts in rural southeastern United States. Using a multiple baseline design, the data were analyzed using visual inspection and calculation of non-overlapping data. Results revealed that the percentage of intervals in which on-task behavior occurred increased during the implementation of the CBGG game, while the students’ level of off-task behavior decreased. Acceptability of the intervention of both teachers was favorable. Given the results, the implications of this classroom management tool are positive. Future directions are discussed and the literature base regarding the CBGG was expanded.

URI

https://hdl.handle.net/11668/19928

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