Comparison of Components of the Good Behavior Game in a Preschool Classroom
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| Title: | Comparison of Components of the Good Behavior Game in a Preschool Classroom |
|---|---|
| Language: | English |
| Authors: | Foley, Elizabeth A., Dozier, Claudia L., Lessor, Amber L. |
| Source: | Journal of Applied Behavior Analysis. Win 2019 52(1):84-104. |
| Availability: | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Games, Student Behavior, Preschool Children, Classroom Techniques, Behavior Modification, Behavior Problems, Instructional Effectiveness, Outcomes of Education, Group Instruction, Individualized Instruction |
| DOI: | 10.1002/jaba.506 |
| ISSN: | 0021-8855 |
| Abstract: | The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response-independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1203145 |
| Database: | ERIC |
| Abstract: | The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response-independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level. |
|---|---|
| ISSN: | 0021-8855 |
| DOI: | 10.1002/jaba.506 |
