Correspondence of Product and Topographical Behavior Measures during a Comparison of Good Behavior Game Arrangements

Autor/inn/en	Sharpe, Ashlyn N.; Joslyn, P. Raymond
Titel	Correspondence of Product and Topographical Behavior Measures during a Comparison of Good Behavior Game Arrangements
Quelle	In: Education and Treatment of Children, 44 (2021) 4, S.215-231 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joslyn, P. Raymond)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Student Behavior; Measures (Individuals); Prosocial Behavior; Game Based Learning; Behavior Problems; Behavior Modification; Classroom Techniques + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Messdaten; Behaviour modification; Verhaltensänderung; Klassenführung
Abstract	The Good Behavior Game (GBG) and a common variation referred to as the Caught Being Good Game (CBGG) are two well-established group contingency classroom management procedures. However, there have been few comparison studies of the two procedures, and none have been conducted with students older than kindergarten or those who engage in severe classroom disruption. Given the popularity of the GBG, its variations in the literature, and the likelihood for differences in contextual fit, more comparison studies are needed. In addition, education researchers frequently rely on topographical measures of on-task behavior that do not provide information on student work completion or accuracy. In the current study, the GBG and CBGG were implemented in a classroom of at-risk middle-school students who met criteria for emotional and behavioral disorders (EBD) and engaged in severe classroom disruption and infrequent on-task behavior. Data were collected on disruption, on-task behavior, work completion, and work accuracy for three target students. Both the GBG and CBGG substantially reduced disruption and increased on-task behavior. The GBG produced greater reductions in disruption for all students and the CBGG produced greater increases in on task for two students and work completion for all students. However, these differential effects were modest and neither intervention affected student work accuracy. A correlation analysis indicated moderate positive correlations between on task and work completion, and weak to moderate negative correlations between disruption and on-task behavior. The classroom teacher indicated preference for the GBG over the CBGG and student preferences were mixed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01