Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms
The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GB...
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| Veröffentlicht in: | Journal of applied behavior analysis 2018, Vol.51 (1), p.118-129 |
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| container_title | Journal of applied behavior analysis |
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| creator | Donaldson, Jeanne M. Matter, Ashley L. Wiskow, Katie M. |
| description | The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented. |
| doi_str_mv | 10.1002/jaba.432 |
| format | Article |
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Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.</description><identifier>ISSN: 0021-8855</identifier><identifier>EISSN: 1938-3703</identifier><identifier>DOI: 10.1002/jaba.432</identifier><identifier>PMID: 29318619</identifier><language>eng</language><publisher>Hoboken, USA: Wiley Subscription Services, Inc</publisher><subject>Behavior ; Behavior Therapy - methods ; Child Behavior Disorders - psychology ; Child Behavior Disorders - rehabilitation ; Child, Preschool ; classroom management ; disruptive behavior ; Early Childhood Education ; Educational Games ; Elementary school students ; Elementary school teachers ; Feasibility Studies ; Female ; Games ; Good Behavior Game ; Grade 1 ; group contingency ; Humans ; Intervention ; Kindergarten ; Male ; Positive Behavior Supports ; Preferences ; Problem Behavior ; Program Implementation ; School Teachers - psychology ; Schools ; Student Behavior ; Student Leadership ; Student Participation ; Student Role ; Students - psychology ; teacher preference</subject><ispartof>Journal of applied behavior analysis, 2018, Vol.51 (1), p.118-129</ispartof><rights>2018 Society for the Experimental Analysis of Behavior</rights><rights>2018 Society for the Experimental Analysis of Behavior.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3712-6513c5e07d3ede5f93f7c1221474214dbd0aaf1dc209e40f21817f8b6810a4e3</citedby><cites>FETCH-LOGICAL-c3712-6513c5e07d3ede5f93f7c1221474214dbd0aaf1dc209e40f21817f8b6810a4e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjaba.432$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjaba.432$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>315,782,786,1419,27933,27934,45583,45584</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1166843$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29318619$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Donaldson, Jeanne M.</creatorcontrib><creatorcontrib>Matter, Ashley L.</creatorcontrib><creatorcontrib>Wiskow, Katie M.</creatorcontrib><title>Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms</title><title>Journal of applied behavior analysis</title><addtitle>J Appl Behav Anal</addtitle><description>The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.</description><subject>Behavior</subject><subject>Behavior Therapy - methods</subject><subject>Child Behavior Disorders - psychology</subject><subject>Child Behavior Disorders - rehabilitation</subject><subject>Child, Preschool</subject><subject>classroom management</subject><subject>disruptive behavior</subject><subject>Early Childhood Education</subject><subject>Educational Games</subject><subject>Elementary school students</subject><subject>Elementary school teachers</subject><subject>Feasibility Studies</subject><subject>Female</subject><subject>Games</subject><subject>Good Behavior Game</subject><subject>Grade 1</subject><subject>group contingency</subject><subject>Humans</subject><subject>Intervention</subject><subject>Kindergarten</subject><subject>Male</subject><subject>Positive Behavior Supports</subject><subject>Preferences</subject><subject>Problem Behavior</subject><subject>Program Implementation</subject><subject>School Teachers - psychology</subject><subject>Schools</subject><subject>Student Behavior</subject><subject>Student Leadership</subject><subject>Student Participation</subject><subject>Student Role</subject><subject>Students - psychology</subject><subject>teacher preference</subject><issn>0021-8855</issn><issn>1938-3703</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kcFu1DAQhi0EosuCxAuALHHhkuKxk9g5LlULVJW49B459rjrVRIvdlK0J3gEnpEnwWGXIiFxsWX93_wz45-Ql8DOgTH-bqc7fV4K_oisoBGqEJKJx2SVJSiUqqoz8iylHWPAWV09JWe8EaBqaFbk2xXq5Dvf--lAg6N6tHRCbbYY6T6iw4ijQepCpGmaLY7Tz-8_erTUD_seh_zWkw_jUjptkd6FYGmHW33vc8WdHpD6kaKO_YHiiY8HanqdUgxhSM_JE6f7hC9O95rcXl3eXnwsbj5_-HSxuSmMkMCLugJhKmTSCrRYuUY4aYBzKGWZD9tZprUDazhrsGSOgwLpVFcrYLpEsSZvj7b7GL7MmKZ28Mlg3-sRw5xaaFRTyfyDIqNv_kF3YY5jHu43pUrZcPnX0MSQV0HX7qMf8m4tsHbJpF0yaRfHNXl9Mpy7Ae0D-CeEDLw6Ahi9eZAvrwHqWpXLRMVR_-p7PPy3UXu9eb9ZGv4Cg5ahFg</recordid><startdate>2018</startdate><enddate>2018</enddate><creator>Donaldson, Jeanne M.</creator><creator>Matter, Ashley L.</creator><creator>Wiskow, Katie M.</creator><general>Wiley Subscription Services, Inc</general><general>Wiley Periodicals, Inc</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K7.</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>2018</creationdate><title>Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms</title><author>Donaldson, Jeanne M. ; Matter, Ashley L. ; Wiskow, Katie M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3712-6513c5e07d3ede5f93f7c1221474214dbd0aaf1dc209e40f21817f8b6810a4e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Behavior</topic><topic>Behavior Therapy - methods</topic><topic>Child Behavior Disorders - psychology</topic><topic>Child Behavior Disorders - rehabilitation</topic><topic>Child, Preschool</topic><topic>classroom management</topic><topic>disruptive behavior</topic><topic>Early Childhood Education</topic><topic>Educational Games</topic><topic>Elementary school students</topic><topic>Elementary school teachers</topic><topic>Feasibility Studies</topic><topic>Female</topic><topic>Games</topic><topic>Good Behavior Game</topic><topic>Grade 1</topic><topic>group contingency</topic><topic>Humans</topic><topic>Intervention</topic><topic>Kindergarten</topic><topic>Male</topic><topic>Positive Behavior Supports</topic><topic>Preferences</topic><topic>Problem Behavior</topic><topic>Program Implementation</topic><topic>School Teachers - psychology</topic><topic>Schools</topic><topic>Student Behavior</topic><topic>Student Leadership</topic><topic>Student Participation</topic><topic>Student Role</topic><topic>Students - psychology</topic><topic>teacher preference</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Donaldson, Jeanne M.</creatorcontrib><creatorcontrib>Matter, Ashley L.</creatorcontrib><creatorcontrib>Wiskow, Katie M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of applied behavior analysis</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Donaldson, Jeanne M.</au><au>Matter, Ashley L.</au><au>Wiskow, Katie M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1166843</ericid><atitle>Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms</atitle><jtitle>Journal of applied behavior analysis</jtitle><addtitle>J Appl Behav Anal</addtitle><date>2018</date><risdate>2018</risdate><volume>51</volume><issue>1</issue><spage>118</spage><epage>129</epage><pages>118-129</pages><issn>0021-8855</issn><eissn>1938-3703</eissn><abstract>The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.</abstract><cop>Hoboken, USA</cop><pub>Wiley Subscription Services, Inc</pub><pmid>29318619</pmid><doi>10.1002/jaba.432</doi><tpages>12</tpages></addata></record> |
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| subjects | Behavior Behavior Therapy - methods Child Behavior Disorders - psychology Child Behavior Disorders - rehabilitation Child, Preschool classroom management disruptive behavior Early Childhood Education Educational Games Elementary school students Elementary school teachers Feasibility Studies Female Games Good Behavior Game Grade 1 group contingency Humans Intervention Kindergarten Male Positive Behavior Supports Preferences Problem Behavior Program Implementation School Teachers - psychology Schools Student Behavior Student Leadership Student Participation Student Role Students - psychology teacher preference |
| title | Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms |
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