The Lunchroom Behavior Game: A Single-Case Design Conceptual Replication

Autor/inn/en	Grasley-Boy, Nicolette M.; Gage, Nicholas A.
Titel	The Lunchroom Behavior Game: A Single-Case Design Conceptual Replication
Quelle	In: Journal of Behavioral Education, 31 (2022) 3, S.595-613 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grasley-Boy, Nicolette M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09415-0
Schlagwörter	Behavior Modification; Urban Schools; Elementary School Students; Lunch Programs; Dining Facilities; Educational Games; Intervention; Behavior Problems; Student Behavior; Program Implementation; Fidelity + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mittagessen; Mensa; Educational game; Lernspiel; Student behaviour; Schülerverhalten
Abstract	Inappropriate behaviors often occur in non-classroom settings, such as lunchrooms, due to the increased volume of students with fewer supervising adults. As such, there is a need for effective and efficient behavior management interventions that can be implemented in these environments. To address frequent disruptions in an urban elementary lunchroom, McCurdy et al. (J Sch Psychol 47:39-54, 2009) developed a team-based interdependent group contingency called the Lunchroom Behavior Game (LBG) and observed decreased disruptions, while staff and students found the intervention highly acceptable. Given this success, we replicated the LBG in an elementary school in a mid-sized Southeastern city. LBG implementation was staggered across three lunch periods using a multiple-baseline design across subjects. The rate of disruptive behaviors decreased in all lunches following LBG implementation and remained at lower levels during maintenance observations; however, implementation fidelity and student acceptability were low. Specific implementation issues encountered and recommendations for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01