The Effect of Behavioral Preventions and Interventions on Disruptive Behaviors in a First Grade Classroom

Abstract

The purpose of this study was to investigate the effect of The Good Behavior Game on the frequency of disruptive behaviors that were exhibited in a classroom setting. This study utilized a quasi-experimental design with a pre-measure, treatment, and post-measure and included 15 students enrolled in a Baltimore County public school. The participants in this study ranged in age from 6-7 and were in first grade. The study hypothesized that participation in The Good Behavior Game, which involved the students in establishing and following clearly stated rules and provided incentives for success, would have no effect on the frequency of targeted disruptive behaviors. These behaviors included not following directions, unnecessary talking, unnecessary movement, and making noises. The hypothesis was rejected as all four targeted disruptive behaviors decreased over the course of the study. Three out of four of the targeted disruptive behaviors, excluding not following directions, decreased significantly over intervals of the study. Further study of the usefulness of The Good Behavior Game and similar interventions appears warranted.