Effects of the Good Behavior Game on Students' Academic Engagement in Remote Classrooms during the COVID-19 Pandemic

Autor/inn/en	Hier, Bridget O.; MacKenzie, Connor K.; Ash, Tory L.; Maguire, Samantha C.; Nelson, Kaytlin A.; Helminen, Emily C.; Watts, Emily A.; Matsuba, Erin S. M.; Masters, Ellen C.; Finelli, Carly C.; Circe, Joshua J.; Hitchings, Taylor J.; Goldstein, Alec R.; Sullivan, William E.
Titel	Effects of the Good Behavior Game on Students' Academic Engagement in Remote Classrooms during the COVID-19 Pandemic
Quelle	In: Journal of Positive Behavior Interventions, 26 (2024) 1, S.14-26 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helminen, Emily C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007231168400
Schlagwörter	Behavior Patterns; Games; Learner Engagement; Distance Education; Electronic Learning; Technology Uses in Education; COVID-19; Pandemics; Grade 3; Grade 4; Grade 5; Elementary School Teachers; New York + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms in the state of New York implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers' perceived usability and students' perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students' academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students' academic engagement during remote instruction. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01