Effects of the Good Behavior Game on Student and Teacher Behavior in an Alternative School

Autor/inn/en	Rubow, Christopher C.; Vollmer, Timothy R.; Joslyn, P. Raymond
Titel	Effects of the Good Behavior Game on Student and Teacher Behavior in an Alternative School
Quelle	In: Journal of Applied Behavior Analysis, 51 (2018) 2, S.382-392 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.455
Schlagwörter	Student Behavior; Behavior Modification; Elementary Secondary Education; Special Schools; Emotional Disturbances; Behavior Disorders; Program Effectiveness; Positive Reinforcement; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Teacher Behavior + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Special school; Sonderschule; Gefühlsstörung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Teacher behaviour; Lehrerverhalten
Abstract	The Good Behavior Game (GBG) is a classroom behavior management procedure that has been shown to be effective in reducing disruptive behavior across many settings and populations (Flower, McKenna, Bunuan, Muething, & Vega, 2014). We investigated the effects of the GBG on student and teacher behavior in two classrooms containing fourth- to eighth-grade students in an alternative school for students with emotional and behavioral disorders. Results indicated the GBG reduced disruption and increased the teacher's use of praise relative to reprimands. Social validity measures, collected from both teachers and students, indicated strong approval of the GBG. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01