Literaturnachweis - Detailanzeige
Autor/inn/en | Tanol, Gizem; Johnson, LeAnne; McComas, Jennifer; Cote, Erin |
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Titel | Responding to Rule Violations or Rule Following: A Comparison of Two Versions of the Good Behavior Game with Kindergarten Students |
Quelle | In: Journal of School Psychology, 48 (2010) 5, S.337-355 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4405 |
DOI | 10.1016/j.jsp.2010.06.001 |
Schlagwörter | Behavior Problems; Teacher Behavior; School Psychologists; Kindergarten; Reinforcement; Comparative Analysis; Games; Classroom Techniques; Student Behavior |
Abstract | The purpose of this study was to examine the differential effects of 2 versions of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), allocating teacher attention to rule violations (GBG-response cost) and to rule following (GBG-reinforcement), on student and teacher behavior. The participants were 6 kindergarten students who were nominated as the 3 most disruptive students in each classroom. The study was conducted using single-case A/B/A/C/B/C reversal design with each teacher randomly assigned to either GBG-response cost or GBG-reinforcement condition for implementation in the first B phase. Results indicated that both versions were effective at reducing rule violations and that GBG-reinforcement consistently resulted in either comparable or lower levels of rule violations across classrooms and students. In addition, GBG-reinforcement was preferred by the teachers as a better fit to their classrooms. The implications of the findings to teachers and school psychologists in classroom settings are discussed. (Contains 3 figures and 1 table.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |