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Effects of the Teacher Versus Students Game on Teacher Praise and Student Behavior.

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Title: Effects of the Teacher Versus Students Game on Teacher Praise and Student Behavior.
Authors: Lastrapes, Renée E., Fritz, Jennifer N., Casper-Teague, Laura
Source: Journal of Behavioral Education. Dec2018, Vol. 27 Issue 4, p419-434. 16p. 4 Charts, 3 Graphs.
Subjects: Teacher-student relationships, Student engagement, Classroom environment, Academic motivation, Classroom activities
Abstract: The Teacher versus Students Game is a variation of the Good Behavior Game (Barrish et al. in J Appl Behav Anal 2:119-124, 1969. 10.1901/jaba.1969.2-119) in which students compete against the teacher to earn points and win the game. Students earn points when they follow rules, whereas the teacher earns points when they do not. The purpose of this study was to examine whether the game decreased students’ off-task behaviors while increasing teachers’ use of behavior-specific praise. Participants were five teachers and fifteen students (some with disabilities and some without) across five fourth and fifth grade elementary school general education classrooms, who were identified by their teachers as engaging in frequent off-task behavior. Results indicated that the game decreased off-task behavior for all students. The game also increased teachers’ use of behavior-specific praise statements, minimally increased general praise statements, and decreased corrective statements for all but one of the teachers. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of the Teacher Versus Students Game on Teacher Praise and Student Behavior.
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  Data: <searchLink fieldCode="AR" term="%22Lastrapes%2C+Renée+E%2E%22">Lastrapes, Renée E.</searchLink><br /><searchLink fieldCode="AR" term="%22Fritz%2C+Jennifer+N%2E%22">Fritz, Jennifer N.</searchLink><br /><searchLink fieldCode="AR" term="%22Casper-Teague%2C+Laura%22">Casper-Teague, Laura</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Dec2018, Vol. 27 Issue 4, p419-434. 16p. 4 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink>
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  Data: The Teacher versus Students Game is a variation of the Good Behavior Game (Barrish et al. in J Appl Behav Anal 2:119-124, 1969. 10.1901/jaba.1969.2-119) in which students compete against the teacher to earn points and win the game. Students earn points when they follow rules, whereas the teacher earns points when they do not. The purpose of this study was to examine whether the game decreased students’ off-task behaviors while increasing teachers’ use of behavior-specific praise. Participants were five teachers and fifteen students (some with disabilities and some without) across five fourth and fifth grade elementary school general education classrooms, who were identified by their teachers as engaging in frequent off-task behavior. Results indicated that the game decreased off-task behavior for all students. The game also increased teachers’ use of behavior-specific praise statements, minimally increased general praise statements, and decreased corrective statements for all but one of the teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-018-9306-y
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        Text: English
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      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Classroom environment
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      – SubjectFull: Academic motivation
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      – SubjectFull: Classroom activities
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              Text: Dec2018
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