Use of a Technology-Enhanced Version of the Good Behavior Game In an Elementary School Setting
Document Type
Article
Publication Date
11-2017
Department
Psychology
Abstract
The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computer-based program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class-wide disruptive and academically engaged behavior, teachers’ ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid. Additionally, when the intervention was in place, increases in the amount of behavior-specific praise statements delivered were observed across all three classrooms.
Publication Title
Psychology in the Schools
Volume
54
Issue
9
First Page
1049
Last Page
1063
Recommended Citation
Lynne, S.,
Radley, K. C.,
Dart, E. H.,
Tingstrom, D. H.,
Barry, C. T.,
Lum, J. D.
(2017). Use of a Technology-Enhanced Version of the Good Behavior Game In an Elementary School Setting. Psychology in the Schools, 54(9), 1049-1063.
Available at: https://aquila.usm.edu/fac_pubs/14891