A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior

Autor/inn/en	Moore, Tara C.; Gordon, Jason R.; Williams, Angela; Eshbaugh, Jessica F.
Titel	A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior
Quelle	In: Behavioral Disorders, 47 (2022) 2, S.67-83 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/01987429211061125
Schlagwörter	Student Behavior; Behavior Modification; Self Contained Classrooms; Emotional Disturbances; Behavior Problems; Elementary School Students; Game Based Learning; Positive Behavior Supports; Intervention; Learner Engagement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Gefühlsstörung
Abstract	A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau-"U" effect sizes ranged from 0.76 to 0.95 indicating "large" and "very large effects" for both behaviors for two students and academic engagement for the third student, but Tau-"U" for the third student's disruptive behavior was 0.32 (considered "not effective"). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students' behavior was generally better in intervention phases both "during" and "not during" the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01