Date of Completion

8-21-2015

Embargo Period

2-17-2016

Keywords

English Language Learners; Good Behavior Game; Behavior Management; Intervention

Major Advisor

Melissa Bray

Associate Advisor

Eliana Rojas

Associate Advisor

Thomas Kehle

Field of Study

Educational Psychology

Degree

Doctor of Philosophy

Open Access

Open Access

Abstract

The Good Behavior Game (GBG) is a group contingency intervention that has effectively reduced disruptive behavior and improved classroom management in many replications, for various settings and populations. The student composition of American public schools is changing, leading to culturally and linguistically diverse classrooms with unique psychoeducational needs. The present study used a single-subject, delayed multiple baseline design to evaluate the GBG as a targeted intervention for third grade Latino English Language Learners (L-ELLs) who participated in a small group for behavior support. Results suggest the intervention had a moderate effect on the interrupting behavior of the target students. The results provide further support for the use of the GBG with culturally and linguistically diverse students, and suggests the potentially positive impact of the GBG on the outcome of the individual student in a small group setting. Considerations for conducting research with culturally and linguistically diverse populations are discussed.

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