Effects of and preference for student- and teacher-implemented good behavior game in early elementary classes.
disruptive behavior
elementary school
group contingency
preference
shared governance
Journal
Journal of applied behavior analysis
ISSN: 1938-3703
Titre abrégé: J Appl Behav Anal
Pays: United States
ID NLM: 0174763
Informations de publication
Date de publication:
Jan 2023
Jan 2023
Historique:
received:
10
06
2022
accepted:
13
10
2022
pubmed:
9
11
2022
medline:
25
1
2023
entrez:
8
11
2022
Statut:
ppublish
Résumé
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.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
216-230Informations de copyright
© 2022 Society for the Experimental Analysis of Behavior (SEAB).
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