Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes
Jensen Chotto,
Elizabeth Linton,
Jeanne M. Donaldson
Abstract:The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth‐grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive… Show more
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