Reducing Off-Task Behaviors in First Graders with Disabilities through an Adaptation of the Good Behavior Game
Date of Degree Completion
Master of Education (MEd)
Second Committee Member
Third Committee Member
Wendie Lappin Castillo
The purpose of this mixed methods, single subject quasi-experimental study was to measure if an adaptation to a group-based contingency intervention, known as the Good Behavior Game, lead to decreases in off-task behaviors for first-grade students with disabilities during whole group instruction, and if the classroom teacher viewed the intervention positively. Three first grade, male students with disabilities, their first-grade teacher, and the first-grade class were participants in the study. The class was split into two teams and reminded of the expectations for on-task behavior. Positive reinforcement in the form of verbal praise and a team point were rewarded at randomized three-minute intervals to teams which had all students following expectations. Access to a reinforcer was provided to the team with the most points, at the end of the instructional session. An observation form was used to determine the percentage of observed intervals the students with disabilities were off-task. A teacher questionnaire was also used to determine how the teacher viewed the intervention. Results indicate that off-task behaviors decreased during the duration of the GBG and the teacher viewed the intervention positively. Limitations and further recommendations for research are also discussed.
Martin, Chelsey, "Reducing Off-Task Behaviors in First Graders with Disabilities through an Adaptation of the Good Behavior Game" (2017). All Master's Theses. 734.