Students exhibiting behavioral challenges in the classroom lead to negative consequences such as discipline referrals and suspension, which take away from class time and hinder their education as a result. Poor classroom management strategies are often to blame for a classroom that suffers these behavioral incidents. The Individuals with Disabilities Education Act (IDEA; 1997) was enacted in order to put interventions and strategies in place for teachers and enable them to take more initiative in dealing with inappropriate behavior without having to take strict measures. Teachers have noted that they prefer not to take too much time out of class to address issues, so research is always looking for more efficient techniques that are not as …show more content…
Students, by demonstrating positive behaviors, are rewarded as a group, which teaches them to hold themselves as well as their peers accountable for their actions. Inappropriate behaviors are noted as opposed to positive, and at the end of the day the less amount of negative marks, the better. The GBG has proved to work in almost any situation, with any age group, and any populace, but the effect the GBG has on teachers has not been widely researched. One study reported by Lannie and McCurdy (2007) showed that the implementation of the GBG had little influence on the teacher’s communication with students. Teachers reprimand students more than they praise them in grades 1-12. The researchers in this study used evidence-based interventions to discover the effect positive student behavior has on the teacher, rather than the other way around. Treatment integrity was priority in this study and heavily monitored through direct observation and using checklists. The emphasis on the treatment integrity was by design, if the intervention was not strictly followed the results would be inaccurate. Researchers designed this study to be student versus teacher. Students would earn points back for demonstrating good behavior without