An Evaluation of Interdependent and Independent Group Contingencies during the Good Behavior Game

Autor/inn/en	Groves, Emily A.; Austin, Jennifer L.
Titel	An Evaluation of Interdependent and Independent Group Contingencies during the Good Behavior Game
Quelle	In: Journal of Applied Behavior Analysis, 50 (2017) 3, S.552-566 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.393
Schlagwörter	Educational Games; Class Activities; Classroom Techniques; Program Evaluation; Instructional Effectiveness; Child Behavior; Emotional Disturbances; Behavior Disorders; Preferences + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Klassenführung; Programme evaluation; Programmevaluation; Unterrichtserfolg; Gefühlsstörung
Abstract	The Good Behavior Game (GBG) uses an interdependent group contingency to improve classroom behavior. Despite the wealth of research on the effectiveness of the GBG, some teachers may have concerns about their students' abilities to work in teams, particularly if they have a history of poor social skills. We used an alternating treatments design to compare the relative effectiveness of the GBG with interdependent and independent group contingencies in a classroom for children with emotional and behavioral disorders. Our results showed that both versions of the GBG reduced verbal disruptions, inappropriate sitting, and off-task behaviors for all children. However, the majority of children preferred the interdependent arrangement. We discuss how these results may promote more widespread use of the GBG with children with substantial behavioral challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01