An Evaluation of the Caught Being Good Game With an Adolescent Student Population

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Clare Bohan, Sinéad Smyth, C. McDowell
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引用次数: 6

Abstract

This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior, rather than marks for breaking class rules. Research on the CBGG has garnered empirical interest in recent years; however, there is little published research on the game with adolescent populations. This study investigated if visual feedback displayed on a scoreboard during the CBGG is a necessary part of the game. This was examined by implementing the game both with and without overt visual feedback, using an ABACABAC reversal design. Academically engaged behavior and disruptive behavior were monitored. The CBGG was effective in both formats, leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group. This suggests that perhaps immediate visual feedback is not an essential component of the CBGG for adolescent, mainstream students. This may be a time-saving measure for teachers wishing to implement the game. Students and their teacher rated the game favorably on social validity measures.
对青少年学生群体“被捕获”游戏的评价
这项研究调查了青少年学生群体使用的“捕捉良好游戏”(CBGG)。CBGG是良好行为游戏(GBG)的积极变体,GBG是课堂管理文献中流行的群体应急干预。在这个积极的版本中,学生团队因做出了令人满意的行为而获得分数,而不是因违反课堂规则而获得分数。近年来,对CBGG的研究引起了实证界的兴趣;然而,很少有关于青少年群体游戏的研究发表。这项研究调查了在CBGG期间显示在记分牌上的视觉反馈是否是游戏的必要组成部分。这是通过使用ABACABAC反转设计,在有和没有明显视觉反馈的情况下实现游戏来检验的。对学术参与行为和破坏行为进行监测。CBGG在这两种形式中都是有效的,导致参与班级群体中学术参与行为的增加和破坏行为的减少。这表明,对于青少年、主流学生来说,即时视觉反馈可能不是CBGG的重要组成部分。对于希望实施游戏的教师来说,这可能是一种节省时间的措施。学生和他们的老师在社会有效性测量方面对游戏给予了好评。
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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