Using Behavior BINGO to Increase Academically Engaged Behavior in a General Education Elementary School Population

<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^nd grade, general education classrooms in a public school.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2023

Author dc:creator

• Hamilton, Faith Elizabeth

Contributors dc:contributor

• Dr. Zachary LaBrot
• Dr. Brad Dufrene
• Dr. Crystal Taylor

• Interdependent Group Contingency
• Behavior BINGO
• Applied Behavior Analysis
• Elementary Education
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/1017

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-2077