Effects of and Preference for Student- and Teacher-Implemented Good Behavior Game in Early Elementary Classes

Autor/inn/en	Peltier, William; Newell, Kristen L.; Linton, Elizabeth; Holmes, Sarah C.; Donaldson, Jeanne M.
Titel	Effects of and Preference for Student- and Teacher-Implemented Good Behavior Game in Early Elementary Classes
Quelle	In: Journal of Applied Behavior Analysis, 56 (2023) 1, S.216-230 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donaldson, Jeanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.957
Schlagwörter	Student Behavior; Behavior Problems; Elementary School Students; Behavior Modification; Intervention; Games; Teacher Role; Student Role; Preferences; Student Attitudes; Program Effectiveness; Peer Relationship; Interaction + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Game; Spiel; Spiele; Lehrerrolle; Peer-Beziehungen; Interaktion
Abstract	Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter-implemented, teacher-implemented, and student-implemented. The effects of the GBG on disruptive behavior and peer interactions were evaluated using a combined reversal and multielement design. Student preference for conditions was assessed via a group arrangement of a concurrent-chains preference assessment. All versions of the game reduced disruptive behavior compared to baseline, but the rate of disruptive behavior was slightly higher during the teacher-implemented sessions in Class 1. Few peer interactions occurred during the game; however, negative interactions increased slightly in both classes during the GBG. Students overwhelmingly preferred the student-implemented version of the game. This study provides support for student implementation of the GBG and offers an approach to student shared governance in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01