A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior

2021 ◽  
pp. 019874292110611
Author(s):  
Tara C. Moore ◽  
Jason R. Gordon ◽  
Angela Williams ◽  
Jessica F. Eshbaugh
Keyword(s):  
Student Perceptions ◽  
Disruptive Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Good Behavior Game ◽  
Individual Student ◽  
The Third ◽  
Teacher And Student Perceptions ◽  
Withdrawal Design ◽  
Increasing Trends

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau- U effect sizes ranged from .76 to .95 indicating large and very large effects for both behaviors for two students and academic engagement for the third student, but Tau- U for the third student’s disruptive behavior was .32 (considered not effective). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students’ behavior was generally better in intervention phases both during and not during the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study.

Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions

2020 ◽  
pp. 109830072094665
Author(s):  
Allison Bruhn ◽  
Allison Gilmour ◽  
Ashley Rila ◽  
Alyssa Van Camp ◽  
Amanda Sheaffer ◽  
...  
Keyword(s):  
Case Studies ◽  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Single Case ◽  
Future Directions ◽  
Self Monitoring ◽  
Dependent Variables ◽  
Participant Characteristics

Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.

Efficacy of a No-Team Version of the Good Behavior Game in High School Classrooms

2020 ◽  
Vol 22 (3) ◽  
pp. 181-190
Author(s):  
W. Blake Ford ◽  
Keith C. Radley ◽  
Daniel H. Tingstrom ◽  
Brad A. Dufrene
Keyword(s):  
High School ◽  
General Education ◽  
Student Behavior ◽  
Single Case ◽  
Management Strategies ◽  
Secondary Level ◽  
Educational Process ◽  
Good Behavior Game ◽  
High School Classrooms ◽  
Withdrawal Design

Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies while improving student behavior. In the present study, we evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. Although the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary-level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single-case withdrawal design in three classrooms (ninth, 10th, and 11th grades). The results of the study indicated that the no-team version of the GBG was effective at reducing levels of DB and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior in high school classrooms.

Effects of the Good Behavior Game on individual student behavior.

2017 ◽  
Vol 17 (3) ◽  
pp. 207-216 ◽  
Author(s):  
Jeanne M. Donaldson ◽  
Alyssa B. Fisher ◽  
SungWoo Kahng
Keyword(s):  
Student Behavior ◽  
Good Behavior Game ◽  
Individual Student

Measuring Academic Output During the Good Behavior Game: A Single Case Design Study

2019 ◽  
Vol 22 (4) ◽  
pp. 246-258
Author(s):  
Lindsay M. Fallon ◽  
Amanda M. Marcotte ◽  
John M. Ferron
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Classroom Behavior ◽  
Single Case ◽  
Good Behavior Game ◽  
Single Case Design ◽  
Modest Improvement ◽  
Practice Time ◽  
The Impact ◽  
Writing Practice

The impact of the Good Behavior Game (GBG) on students’ classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students’ academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students’ writing output while playing the GBG versus when the game is not played. The purpose of the current study was to systematically introduce the GBG during writing practice time in a Grade 1 and Grade 2 classroom, and observe any changes to all students’ academic engagement, disruptive behavior, as well as target students’ writing output using WE-CBM. Results indicated large increases in all students’ academic engagement and decreases in disruptive behavior when the GBG was played. For writing output, target students demonstrated modest improvement in the amount of words written and accuracy of writing when the game was played, especially students identified as having emerging writing skills. Future studies might continue to empirically explore the connection between behavioral intervention and academic output by replicating study procedures in different contexts and/or with alternative WE-CBM indices.

4. Healing the Ethical Cleft: Phronesis and University Ethical Leadership

2020 ◽  
Vol 2 (1) ◽  
pp. 69-89
Author(s):  
Hawken Brackett ◽  
E. Douglas McKnight
Keyword(s):  
Student Affairs ◽  
Ethical Leadership ◽  
Common Sense ◽  
Leadership Practices ◽  
Student Behavior ◽  
Practical Wisdom ◽  
The United States ◽  
Individual Student ◽  
Institutional Management ◽  
Technical Rationality

<?page nr="69"?>Abstract A misalignment exists between the institutional management of individual student behavior and the stated ethical principles undergirding modern higher education practices in the United States, ultimately creating an ethical failure serving no one. We discuss this misalignment from the site of student affairs, due to its charge to represent both university and student. A technocratic ethical discourse creates the illusion of decision-making autonomy that promises certain outcomes if “common sense” leadership practices are employed. The lens of technical rationality homogenizes and reduces perceived problems to simple either/ors that fail to address the inequitable effects of such ethical logic. We counter “common sense” leadership with a notion of ethical leadership called phronetic leadership, which is informed by an Aristotelian understanding of phronesis (practical wisdom), virtue ethics, and a Foucauldian awareness of governmentality. We argue that phronetic leaders can mend the cleft crippling institutional ethical foundations and practices.

Brief Report: A Preliminary Investigation of a Mindful Breathing Intervention to Increase Academic Engagement in an Alternative Educational Setting

2017 ◽  
Vol 43 (4) ◽  
pp. 436-443 ◽  
Author(s):  
Marlena L. Minkos ◽  
Sandra M. Chafouleas ◽  
Melissa A. Bray ◽  
Tamika P. LaSalle
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Preliminary Investigation ◽  
Educational Setting ◽  
Baseline Phase ◽  
Dependent Variables ◽  
Systematic Direct Observation ◽  
Direct Behavior Rating ◽  
Teachers And Students

The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior, feasibility, and acceptability serving as secondary dependent variables. Four students entered the baseline phase; however, only two students entered the intervention phase. Results indicated that participants displayed increases in academic engagement as measured by both direct behavior rating and systematic direct observation that were maintained at 6-week follow-up. Decreases in disruptive behavior were also observed. Because the effects were not replicated three times, changes cannot be directly attributed to the intervention. In addition, teachers and students perceived the intervention to be both feasible and acceptable. Implications of the findings are discussed.

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