{"id":{"repo_id":"usm","oai_identifier":"oai:aquila.usm.edu:masters_theses-2077"},"canonical_url":"https://search.dev.ndltd.org/etd/usm/oai:aquila.usm.edu:masters_theses-2077","repository":{"repo_id":"usm","name":"University of Southern Mississippi","base_url":"https://aquila.usm.edu/do/oai/"},"display":{"title":"Using Behavior BINGO to Increase Academically Engaged Behavior in a General Education Elementary School Population","abstract":"<p>Spending instructional and work time addressing disruptive behaviors in the classroom is a common complaint of many teachers. The literature suggests that group contingencies are beneficial for improving behavior on a classwide and individual level. The current study investigated Behavior BINGO, a group contingency intervention whose research is in its infancy, and its effectiveness on increasing academically engaged behaviors and decreasing disruptive behaviors on a classwide basis. This study utilized a nonconcurrent multiple baseline design in three 2<sup>nd</sup> grade, general education classrooms in a public school.</p>","abstract_html":"&lt;p&gt;Spending instructional and work time addressing disruptive behaviors in the classroom is a common complaint of many teachers. The literature suggests that group contingencies are beneficial for improving behavior on a classwide and individual level. The current study investigated Behavior BINGO, a group contingency intervention whose research is in its infancy, and its effectiveness on increasing academically engaged behaviors and decreasing disruptive behaviors on a classwide basis. This study utilized a nonconcurrent multiple baseline design in three 2&lt;sup&gt;nd&lt;/sup&gt; grade, general education classrooms in a public school.&lt;/p&gt;","abstract_has_math":false,"creators":["Hamilton, Faith Elizabeth"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dr. Zachary LaBrot","Dr. Brad Dufrene","Dr. Crystal Taylor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-01T08:00:00Z","date_published":"2023-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["Interdependent Group Contingency","Behavior BINGO","Applied Behavior Analysis","Elementary Education","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1017","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Zachary LaBrot","Dr. Brad Dufrene","Dr. Crystal Taylor"]},{"key":"dc:creator","label":"Author","values":["Hamilton, Faith Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-08-01T07:00:00Z"]},{"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":["Interdependent Group Contingency","Behavior BINGO","Applied Behavior Analysis","Elementary Education","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1017"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["<p>Spending instructional and work time addressing disruptive behaviors in the classroom is a common complaint of many teachers. The literature suggests that group contingencies are beneficial for improving behavior on a classwide and individual level. The current study investigated Behavior BINGO, a group contingency intervention whose research is in its infancy, and its effectiveness on increasing academically engaged behaviors and decreasing disruptive behaviors on a classwide basis. This study utilized a nonconcurrent multiple baseline design in three 2<sup>nd</sup> grade, general education classrooms in a public school.</p>"]},{"key":"dc:title","label":"Title","values":["Using Behavior BINGO to Increase Academically Engaged Behavior in a General Education Elementary School Population"]}]}],"canonical_facts":{"dc:contributor":["Dr. Zachary LaBrot","Dr. Brad Dufrene","Dr. Crystal Taylor"],"dc:creator":["Hamilton, Faith Elizabeth"],"dc:date.available":["2023-08-01T07:00:00Z"],"dc:description.abstract":["<p>Spending instructional and work time addressing disruptive behaviors in the classroom is a common complaint of many teachers. The literature suggests that group contingencies are beneficial for improving behavior on a classwide and individual level. 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