Use of a technology‐enhanced version of the good behavior game in an elementary school setting

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 computerbased 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. INTRODUCTIONSchool personnel are presented with the task of creating effective and enriched learning environments. This is often a daunting challenge, considering that personnel must be able to meet the individual academic and behavioral needs that each student presents. The utilization of technology in assessment, instruction, and intervention has the potential to facilitate effective practice within school settings (e.g., Ysseldyke & McLeod, 2007)-allowing for data-based problem solving and implementation of interventions with high levels of integrity. Much of the focus regarding the use of technology in academic settings has focused on teaching academic skills such as math and language (e.g., Hawkins, Collins, Hernan, & Flowers, 2017). Other researchers, however, have focused on the use of technology as a means of promoting appropriate behavior within the classroom. For example, Christ and Christ (2006) examined the effect of a class-wide intervention utilizing a digital scoreboard in conjunction with positive reinforcement as a means of providing feedback to students regarding demonstration of target classroom behavior. Implementation of the automated feedback device resulted in decreased levels of disruptive behavior in high school classrooms. Relatedly, Radley, Dart, and O'Handley (2016) utilized a positive reinforcement procedure coupled with a decibel meter in classrooms as a means of addressing behavior of first grade students-finding the procedure to result in decreased noise level and increase academic engagement during intervention periods. Kraemer, Davies, Arndt, and

Comparing the effects of ClassDojo with and without Tootling intervention in a postsecondary special education classroom setting

“…To address these limitations, McHugh et al () recommended the addition of a technological component to traditional Tootling procedures. Similar to Lynne et al () in this study, ClassDojo was chosen as the technological component to be added to traditional classwide intervention. Researchers in this study found that tootling procedures using ClassDojo to report tootles reduced disruptive behaviors classwide with a large effect size, expanding on the research by McHugh et al ().…”

“…The current study extended the literature by operationally defining the specific behaviors being observed and rewarded using the ClassDojo website. No previous studies had looked at ClassDojo in comparison to more traditional classwide interventions, but it had been used as an additional component to more traditional interventions, such as the GBG and Tootling (Lynne et al, ; McHugh, ).…”

“…Unfortunately, Maclean-Blevins and Muilenburg (2013) did not operationally define the specific behaviors being observed and rewarded using ClassDojo and did not collect interobserver agreement (IOA) and procedural integrity data, limiting the interpretation of the data. Lynne et al (2017) examined the effectiveness of the good behavior game (GBG) using ClassDojo to report each team's progress in the three classrooms. Researchers found that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid.…”

“…One way to address common, classroom disruptive behaviors is through the implementation of classwide behavioral interventions. Classwide interventions can include a variety of components, such as a token economy system, a group contingency, or peer reporting procedures (Lynne et al, ; McHugh, Tingstrom, Radley, Barry, & Walker, ; Tingstrom, Sterling‐Turner, & Wilczynski, ). In addition, classwide interventions have been used to decrease problem behaviors, such as off‐task and disruptive behaviors, as well as to increase academic engagement and prosocial behaviors (Lambert et al, ; Richards, Heathfield, & Jenson, ; Skinner, Cashwell, & Skinner, ; Figure ).…”

“…Lynne et al () examined the effectiveness of the good behavior game (GBG) using ClassDojo to report each team’s progress in the three classrooms. Researchers found that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid.…”