Does the Good Behavior Game Evoke Negative Peer Pressure? Analyses in Primary and Secondary Classrooms

Autor/inn/en	Groves, Emily A.; Austin, Jennifer L.
Titel	Does the Good Behavior Game Evoke Negative Peer Pressure? Analyses in Primary and Secondary Classrooms
Quelle	In: Journal of Applied Behavior Analysis, 52 (2019) 1, S.3-16 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.513
Schlagwörter	Educational Games; Student Behavior; Peer Influence; Classroom Techniques; Group Activities; Teacher Attitudes; Interpersonal Relationship; Behavior Disorders; Emotional Disturbances; Secondary School Students; Developmental Disabilities; Elementary School Students; Positive Behavior Supports; Student Attitudes; Contingency Management; Teamwork; Interaction; Standards; Mild Disabilities; Program Effectiveness; Social Justice + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Student behaviour; Schülerverhalten; Klassenführung; Gruppenaktivität; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gefühlsstörung; Sekundarschüler; Entwicklungsstörung; Krisenbewältigung; Interaktion; Standard; Soziale Gerechtigkeit
Abstract	The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer interactions (especially toward students who break the rules). We evaluated disruptive behaviors and social interactions during the GBG in a secondary classroom for students with emotional and behavioral disorders, as well as in a primary classroom for students with mild developmental disabilities. Results indicate that the GBG reduced disruptive behaviors; further, negative peer interactions decreased and positive interactions increased when the game was being played. Social validity results indicate that the majority of students thought the interdependent group contingency was fair. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01