Coaching Teachers to Implement the Good Behavior Game: A Direct Training Approach

Fallon, Lindsay M.; Kurtz, Kathryn D.

doi:10.1177/0040059918808765

Cited by 4 publications

(2 citation statements)

References 41 publications

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“…The content of this lecture included information and instructions about the CBGG as a positive version of the GBG, and the differences between the CBGG and the GBG. This content was adapted from existing research (Bohan et al, 2021, 2022; Fallon & Kurtz, 2019; Lastrapes, 2016; Maag, 2019; Moore et al, 2022; Poduska & Kurki, 2014; Wright & McCurdy, 2012). The second part occurred in the form of practicing and demonstrating the implementation of the CBGG in the classroom setting.…”

Section: Methodsmentioning

confidence: 99%

Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD

Alkahtani

2024

Behavioral Disorders

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Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) among target students diagnosed with ADHD. This study used a multiple baseline design across three elementary classrooms. The results indicated that all participants’ AEB increased when the CBGG was implemented. The results also suggested that the CBGG decreases DB among target students diagnosed with ADHD. Using the CBGG as part of classroom management could reduce the time teachers spend managing student behavior and increase the time they spend on teaching.

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Section: Methodsmentioning

confidence: 99%

Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD

Alkahtani

2024

Behavioral Disorders

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“…The initial training session is usually followed by at least 2–4 classroom visits by a trainer who observes and supervises each teacher individually, based on their needs (Becker et al 2013a , b ). On-site coaching with observations and performance feedback has been found to be effective implementation strategies (Becker et al 2013a , b ; Fallon & Kurtz 2018 ; Joyce & Showers 2002 ; Powell et al 2015 ; Reinke et al 2014 ; Stormont et al 2015 ). Self-monitoring with checklists can also be helpful (Copeland et al 2018 ; Olson & Winchester 2008 ; Webster-Stratton et al 2011 ), not least for maintaining fidelity over time (Oliver et al 2015 ).…”

Section: The Pax Delivery Methodsmentioning

confidence: 99%

The PAX Good Behavior Game: One Model for Evolving a More Nurturing Society

Johansson

Biglan

Embry³

2020

Clin Child Fam Psychol Rev

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This paper describes the culture and components of the PAX Good Behavior Game and offers it as one model for how to enhance the well-being of populations through the diffusion of nurturing practices into several venues of society. The PAX components, also known as evidence-based kernels, are proposed to be useful in classrooms, families, organizations, criminal justice, and in improving public discussion and government. Kernels affect behavior in the short- and long-term through combinations of antecedents, reinforcers, relational networks, and physiological effects. Identifying common strategies, tools, and clear targets of change is suggested as a way to work towards evolving freely available evidence-based tools that can be combined to improve social conditions in multiple contexts.

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