Disruptive behavior in the classroom setting negatively impacts the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Class-wide levels of disruptive behaviors worsen these impacts and are often related to problems with a teacher’s classroom management techniques and abilities. Group contingency interventions, such as the Good Behavior Game (GBG), are often used to provide teachers with evidence based management strategies while improving student behavior in the class. Furthermore, group contingency interventions, such as the GBG, can be conceptualized as Tier I or Tier II interventions within a School Wide Positive Behavior Interventions and Supports system. The present study evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. While the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single case withdrawal design in three classrooms (9th, 10th and 11th grade). The results of the study indicate that the no-team version of the GBG was effective at reducing levels of disruptive behavior and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior.
Doctoral Dissertation: http://aquila.usm.edu/dissertations/1046/
","abstract_html":"<p>Disruptive behavior in the classroom setting negatively impacts the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Class-wide levels of disruptive behaviors worsen these impacts and are often related to problems with a teacher’s classroom management techniques and abilities. Group contingency interventions, such as the Good Behavior Game (GBG), are often used to provide teachers with evidence based management strategies while improving student behavior in the class. Furthermore, group contingency interventions, such as the GBG, can be conceptualized as Tier I or Tier II interventions within a School Wide Positive Behavior Interventions and Supports system. The present study evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. While the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single case withdrawal design in three classrooms (9<sup>th</sup>, 10<sup>th</sup> and 11<sup>th</sup> grade). The results of the study indicate that the no-team version of the GBG was effective at reducing levels of disruptive behavior and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior.</p> <p>Doctoral Dissertation: <a href="http://aquila.usm.edu/dissertations/1046/">http://aquila.usm.edu/dissertations/1046/</a></p>","abstract_has_math":false,"creators":["Ford, William Blake"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Daniel Tingstrom","Keith Radley","Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-01T07:00:00Z","date_published":"2015-05-01T07:00:00Z","updated_at":"2026-07-24T05:44:27Z","subjects":["Good Behavior Game","Group Contingency","Secondary Schools","SW-PBIS","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/91","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Daniel Tingstrom","Keith Radley","Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["Ford, William Blake"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-03-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Good Behavior Game","Group Contingency","Secondary Schools","SW-PBIS","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/91"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Disruptive behavior in the classroom setting negatively impacts the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Class-wide levels of disruptive behaviors worsen these impacts and are often related to problems with a teacher’s classroom management techniques and abilities. Group contingency interventions, such as the Good Behavior Game (GBG), are often used to provide teachers with evidence based management strategies while improving student behavior in the class. Furthermore, group contingency interventions, such as the GBG, can be conceptualized as Tier I or Tier II interventions within a School Wide Positive Behavior Interventions and Supports system. The present study evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. While the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single case withdrawal design in three classrooms (9th, 10th and 11th grade). The results of the study indicate that the no-team version of the GBG was effective at reducing levels of disruptive behavior and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior.
Doctoral Dissertation: http://aquila.usm.edu/dissertations/1046/
"]},{"key":"dc:title","label":"Title","values":["Reducing Disruptive Behavior in High School: The Good Behavior Game"]}]}],"canonical_facts":{"dc:contributor":["Daniel Tingstrom","Keith Radley","Brad Dufrene"],"dc:creator":["Ford, William Blake"],"dc:date.available":["2015-03-19T07:00:00Z"],"dc:description.abstract":["Disruptive behavior in the classroom setting negatively impacts the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Class-wide levels of disruptive behaviors worsen these impacts and are often related to problems with a teacher’s classroom management techniques and abilities. Group contingency interventions, such as the Good Behavior Game (GBG), are often used to provide teachers with evidence based management strategies while improving student behavior in the class. Furthermore, group contingency interventions, such as the GBG, can be conceptualized as Tier I or Tier II interventions within a School Wide Positive Behavior Interventions and Supports system. The present study evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. While the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single case withdrawal design in three classrooms (9th, 10th and 11th grade). The results of the study indicate that the no-team version of the GBG was effective at reducing levels of disruptive behavior and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior.
Doctoral Dissertation: http://aquila.usm.edu/dissertations/1046/
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/91"],"dc:subject":["Good Behavior Game","Group Contingency","Secondary Schools","SW-PBIS","School Psychology"],"dc:title":["Reducing Disruptive Behavior in High School: The Good Behavior Game"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:44:27Z"}