The Effects of the Caterpillar Game on Classroom Behavior and Teacher Stress

Abstract

A single-case, multiple baseline design was utilized to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive student behavior, teacher praise, and teacher stress. Three classrooms were included in the study (preschool, kindergarten, and second grade). When the Caterpillar Game was implemented across the three classrooms, student disruptive behavior decreased and teacher behavior-specific praise increased. Disruptive behavior and teacher praise results remained similar to intervention two to four weeks later and teachers reported being highly satisfied with the Caterpillar Game. One of the three teachers reported a decrease in stress. This study adds further support to the use of the Caterpillar Game as a classwide intervention.

Date of Award	2016
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Margaret Floress (Supervisor)