Evaluating Different Magnitudes of Reinforcement within the Caught Being Good Game

Autor/inn/en	Crook, Kayla C.; Ringdahl, Joel E.; Cooper, Rosie N.; Quinland, Kadijah; Mangum, Dan R.; Zabala, Karla
Titel	Evaluating Different Magnitudes of Reinforcement within the Caught Being Good Game
Quelle	In: Journal of Positive Behavior Interventions, 25 (2023) 3, S.159-168 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007221140361
Schlagwörter	Game Based Learning; Student Behavior; Intervention; Positive Reinforcement; Elementary School Students; Classroom Techniques; Behavior Change; Grade 3; Grade 2; Grade 5 + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Klassenführung; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to implement. Although several studies have been published demonstrating its utility, less research has examined how variations in the contingencies employed impact outcomes. In the current study, the CBGG was implemented across three classrooms in an effort to replicate previous findings. As well, the magnitude of reward/reinforcement was manipulated to determine whether this parameter affected intervention efficacy. Results of the study demonstrated appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reward/reinforcement was idiosyncratic across the three classrooms, with no uniform impact of magnitude on intervention outcomes. Reasons why magnitude of reinforcement may not have impacted the efficacy of the CBGG are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01