Implementing a Positive Variation of the Good Behavior Game with the Use of a Computer-Based Program
Date of Award
Summer 8-2016
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Committee Chair
Keith Radley
Committee Chair Department
Psychology
Committee Member 2
Daniel Tingstrom
Committee Member 2 Department
Psychology
Committee Member 3
Evan Dart
Committee Member 3 Department
Psychology
Committee Member 4
Christopher Barry
Committee Member 4 Department
Psychology
Abstract
The Good Behavior Game (GBG) is an interdependent group contingency designed to address behavioral concerns. The vast majority of published findings on the GBG have supported its effectiveness in decreasing disruptive behavior in classroom settings. The purpose of this study was to investigate the effectiveness and the social validity of a positive variation of the GBG in which teachers were asked to use ClassDojo to manage each team’s progress. ClassDojo is a computer-based program that enables teachers to track student behavior and monitor progress by way of a virtual system. Dependent variables included class-wide disruptive and academically engaged behavior (AEB), teachers’ ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that a positive variation of the GBG with ClassDojo was effective at reducing disruptive behavior, increasing AEB and was rated as socially valid. Additionally, when the GBG was in place, increases in the amount of behavior specific praise statements delivered were observed across all three classrooms.
Masters thesis: http://aquila.usm.edu/masters_theses/82/
Copyright
2016, Shauna Lynne
Recommended Citation
Lynne, Shauna, "Implementing a Positive Variation of the Good Behavior Game with the Use of a Computer-Based Program" (2016). Dissertations. 364.
https://aquila.usm.edu/dissertations/364