Premium
Use of a technology‐enhanced version of the good behavior game in an elementary school setting
Author(s) -
Lynne Shauna,
Radley Keith C.,
Dart Evan H.,
Tingstrom Daniel H.,
Barry Christopher T.,
Lum John D. K.
Publication year - 2017
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22043
Subject(s) - praise , psychology , intervention (counseling) , rating scale , class (philosophy) , developmental psychology , behavior change , scale (ratio) , behavior management , mathematics education , social psychology , applied psychology , physics , quantum mechanics , artificial intelligence , psychiatry , computer science
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.