Hecht, AllisonBeard, KayRhoades, ThomasMooney, Danielle2020-07-282020-07-282020-07-27http://hdl.handle.net/11603/19252The purpose of this study was to determine the effectiveness of the Good Behavior Game (GBG) in reducing the maladaptive behaviors of disruption and noncompliance in third-grade students. The study had a quasi-experimental one group design comparing pre-intervention/baseline frequencies of behavioral disruptions and noncompliance to intervention frequencies to determine the effects of the GBG on third-grade students. The baseline data was collected over 12 observations, which occurred over the course of one week. Then the GBG intervention was implemented for a four-week timeframe. During that time, frequency data was again collected over twelve observations. The difference in frequency between the pre-intervention (Mean = 8.33, SD = 11.52) and the intervention (Mean = 16.33, SD = 57.52) was not significantly significant [t (11) = -1.83, p = .09]. Therefore, the null hypothesis, which stated that the Good Behavior Game will have no significant impact on the frequency of behavioral disruptions and noncompliance of third-grade students, was retained.37 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.The Good Behavior GameThird GradeElementary schoolDisruptive BehaviorNoncomplianceNoncompliant behaviorBehaviorBehavior modificationQuasi-experimentalMaladaptive BehaviorsDisruptionEducation -- Research papers (Graduate).Text