Effects of the Good Behaviour Game on the Behaviour of Students with Mild Intellectual Disabilities in Physical Education Settings.
Saved in:
| Title: | Effects of the Good Behaviour Game on the Behaviour of Students with Mild Intellectual Disabilities in Physical Education Settings. |
|---|---|
| Authors: | Tounsi, Olfa, Ben Chikha, Anis, Koubaa, Abdessalem, Trabelsi, Omar, Masmoudi, Liwa, Jahrami, Haitham A., Clark, Cain C. T., Trabelsi, Khaled, Bahloul, Mourad |
| Source: | International Journal of Disability, Development & Education. Jan2025, Vol. 72 Issue 1, p117-133. 17p. |
| Subjects: | Behavior disorders, Physical education, Treatment effectiveness, Intellectual disabilities, Games, Student attitudes, Behavior therapy, Video recording, Children |
| Abstract: | The Good Behaviour Game (GBG) is an interdependent group contingency intervention, previously shown to be effective in managing students' behaviour across several studies. An ABAB withdrawal design was implemented to examine the effects of the GBG on the engagement and disruptive behaviours of 12 students diagnosed principally with a mild intellectual disability (Mage = 7.83 ± 0.83 years) enrolled in two self-contained physical education classes. The first phase of the intervention was carried out from November 27th until Janvier 25th and the second phase took place from April 2nd to May 10th. Video recordings of all sessions were directly observed and analysed using a code unit grid. The collected data were subjected to inferential statistical analysis. Results showed a significant increase in engagement and a decrease in disruptive behaviours during the B1 conditions compared to the baseline A1 for both class 'A' and 'B' (p < 0.001). Similarly, there was a significant increase in engagement and a decrease in disruptive behaviours during the B2 conditions compared to both the A2 and A1 baselines (p < 0.001). Overall, this study demonstrates the effectiveness of the GBG as an intervention for promoting engagement and reducing disruptive behaviours when implemented in physical education settings with students diagnosed with mild intellectual disabilities. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The Good Behaviour Game (GBG) is an interdependent group contingency intervention, previously shown to be effective in managing students' behaviour across several studies. An ABAB withdrawal design was implemented to examine the effects of the GBG on the engagement and disruptive behaviours of 12 students diagnosed principally with a mild intellectual disability (Mage = 7.83 ± 0.83 years) enrolled in two self-contained physical education classes. The first phase of the intervention was carried out from November 27th until Janvier 25th and the second phase took place from April 2nd to May 10th. Video recordings of all sessions were directly observed and analysed using a code unit grid. The collected data were subjected to inferential statistical analysis. Results showed a significant increase in engagement and a decrease in disruptive behaviours during the B1 conditions compared to the baseline A1 for both class 'A' and 'B' (p < 0.001). Similarly, there was a significant increase in engagement and a decrease in disruptive behaviours during the B2 conditions compared to both the A2 and A1 baselines (p < 0.001). Overall, this study demonstrates the effectiveness of the GBG as an intervention for promoting engagement and reducing disruptive behaviours when implemented in physical education settings with students diagnosed with mild intellectual disabilities. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1034912X |
| DOI: | 10.1080/1034912X.2024.2317477 |
