TY - JOUR
T1 - Preventing disruptive behavior in the urban classroom: Effects of the Good Behavior Game on student and teacher behavior
AU - Lannie, Amanda L
AU - McCurdy, Barry
N1 - In this age of NCLB, schools are struggling to close the achievement gap that exists between groups of students in American schools. No where has this issue become more apparent than in urban schools which serve the highest percentage of poor, minority, non-English speaking and special needs students.
PY - 2007
Y1 - 2007
N2 - Teachers are often ill-prepared to manage classrooms in urban schools. In the present study, an empirically-based behavioral management strategy, the Good Behavior Game (Game), was investigated. The effects of the Game on student behavior and teacher response statements, including praise, were examined. A teacher with 22 students in a first grade classroom of an urban elementary school participated in implementation of the Game. Using a withdrawal design, results showed that student on-task behavior increased while disruptive behavior decreased, replicating previous findings. The number of teacher praise statements remained at near zero levels across conditions. Frequency of teacher neutral and negative statements varied with the level of student disruptive behavior. Teacher praise and limitations are discussed.
AB - Teachers are often ill-prepared to manage classrooms in urban schools. In the present study, an empirically-based behavioral management strategy, the Good Behavior Game (Game), was investigated. The effects of the Game on student behavior and teacher response statements, including praise, were examined. A teacher with 22 students in a first grade classroom of an urban elementary school participated in implementation of the Game. Using a withdrawal design, results showed that student on-task behavior increased while disruptive behavior decreased, replicating previous findings. The number of teacher praise statements remained at near zero levels across conditions. Frequency of teacher neutral and negative statements varied with the level of student disruptive behavior. Teacher praise and limitations are discussed.
UR - https://muse.jhu.edu/article/210566
U2 - 10.1353/etc.2007.0002
DO - 10.1353/etc.2007.0002
M3 - Article
VL - 30
JO - Education and Treatment of Children
JF - Education and Treatment of Children
ER -