An Evaluation of the Caught Being Good Game with an Adolescent Student Population

Autor/inn/en	Bohan, Clare; Smyth, Sinéad; McDowell, Claire
Titel	An Evaluation of the Caught Being Good Game with an Adolescent Student Population
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 1, S.42-52 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720928455
Schlagwörter	Student Behavior; Contingency Management; Behavior Modification; Educational Games; Visual Stimuli; Feedback (Response); Learner Engagement; Behavior Problems; Teacher Attitudes; Student Attitudes; Secondary School Students; Foreign Countries; Early Adolescents; Intervention; Teamwork; Program Effectiveness; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Krisenbewältigung; Behaviour modification; Verhaltensänderung; Educational game; Lernspiel; Lehrerverhalten; Sekundarschüler; Ausland
Abstract	This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior, rather than marks for breaking class rules. Research on the CBGG has garnered empirical interest in recent years; however, there is little published research on the game with adolescent populations. This study investigated if visual feedback displayed on a scoreboard during the CBGG is a necessary part of the game. This was examined by implementing the game both with and without overt visual feedback, using an ABACABAC reversal design. Academically engaged behavior and disruptive behavior were monitored. The CBGG was effective in both formats, leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group. This suggests that perhaps immediate visual feedback is not an essential component of the CBGG for adolescent, mainstream students. This may be a time-saving measure for teachers wishing to implement the game. Students and their teacher rated the game favorably on social validity measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01