Coaching Teachers to Implement the Good Behavior Game: A Direct Training Approach

Autor/inn/en	Fallon, Lindsay M.; Kurtz, Kathryn D.
Titel	Coaching Teachers to Implement the Good Behavior Game: A Direct Training Approach
Quelle	In: TEACHING Exceptional Children, 51 (2019) 4, S.296-304 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059918808765
Schlagwörter	Intervention; Student Behavior; Evidence Based Practice; Program Effectiveness; Academic Achievement; Social Behavior; Disabilities; Behavior Modification; Teamwork; Rewards; Coaching (Performance); Special Needs Students; Faculty Development + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Schulleistung; Social behaviour; Soziales Verhalten; Handicap; Behinderung; Behaviour modification; Verhaltensänderung; Reward; Belohnung; Sonderpädagogischer Förderbedarf
Abstract	Students may benefit from evidence-based interventions to support their classroom learning (Carmago et al., 2016). Additionally, laws and policies, such as the Every Student Succeeds Act (2015) and the Individuals With Disabilities Education Act (2006), mandate the implementation of evidence-based practices to improve student outcomes in schools. Many educators struggle to implement interventions consistently and as designed due to lack of support, skills, or confidence when the intervention is overly complex. Results from research suggest that when educators receive adequate training and support in how to implement an intervention, they are more likely to deliver the intervention with high levels of implementation fidelity. Higher levels of implementation fidelity have been linked to better student outcomes. These student outcomes include improvements in both academic achievement and social behavior, as there is evidence of a relationship between the two. It is important for all students, especially those with exceptionalities, that teachers provide strong instruction and behavior management. Strong instruction and behavior management involve similar instructional approaches. For both, priority is given to evidence-based practice. One such evidence-based behavior management practice is the Good Behavior Game. The Good Behavior Game is a class-wide intervention in which students are divided into teams and compete to access a reward by displaying appropriate behavior for a prescribed period of time. Implementation of the Good Behavior Game in classrooms has been well researched and is associated with reductions in off-task, talking-out, disruptive, and aggressive behavior. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01