The Caterpillar Game: A SW-PBIS Aligned Classroom Management System

Autor/inn/en	Floress, Margaret T.; Jacoby, Amber L.
Titel	The Caterpillar Game: A SW-PBIS Aligned Classroom Management System
Quelle	In: Journal of Applied School Psychology, 33 (2017) 1, S.16-42 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	Positive Behavior Supports; Alignment (Education); Classroom Techniques; Games; Student Behavior; Preschool Education; Kindergarten; Grade 2; Positive Reinforcement; Satisfaction; Elementary School Teachers; Preschool Teachers; Preschool Children; Elementary School Students; Observation + Suchen Sie Ihr Suchwort? Klassenführung; Game; Spiel; Spiele; Student behaviour; Schülerverhalten; Pre-school education; Vorschulerziehung; School year 02; 2. Schuljahr; Schuljahr 02; Zufriedenheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Beobachtung
Abstract	The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool, Kindergarten, and second grade). When the Caterpillar Game was implemented, student disruptive behavior decreased and teacher behavior-specific praise increased across all 3 classrooms. Disruptive behavior and teacher praise remained similar to intervention 2-4 weeks later, and teacher satisfaction with the Caterpillar Game was high. This study adds further support for the use of the Caterpillar Game as a classroom management tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01