Comparison of Components of the Good Behavior Game in a Preschool Classroom

Autor/inn/en	Foley, Elizabeth A.; Dozier, Claudia L.; Lessor, Amber L.
Titel	Comparison of Components of the Good Behavior Game in a Preschool Classroom
Quelle	In: Journal of Applied Behavior Analysis, 52 (2019) 1, S.84-104 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.506
Schlagwörter	Educational Games; Student Behavior; Preschool Children; Classroom Techniques; Behavior Modification; Behavior Problems; Instructional Effectiveness; Outcomes of Education; Group Instruction; Individualized Instruction + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenführung; Behaviour modification; Verhaltensänderung; Unterrichtserfolg; Lernleistung; Schulerfolg; Gruppenunterricht; Individualisierender Unterricht
Abstract	The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response-independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01