An evaluation of The Good Behavior Game in early reading intervention groups

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dc.contributor.authorRodriguez, Billie Jo, 1982-
dc.date.accessioned2010-12-30T01:37:59Z
dc.date.available2010-12-30T01:37:59Z
dc.date.issued2010-06
dc.descriptionxiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractAs an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports. The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG. Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed.en_US
dc.description.sponsorshipCommittee in charge: Cynthia Anderson, Co-Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Marjorie Woollacott, Outside Member, Human Physiologyen_US
dc.identifier.urihttps://hdl.handle.net/1794/10921
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2010;
dc.subjectGood behavior gameen_US
dc.subjectReading interventionen_US
dc.subjectTier II interventionsen_US
dc.subjectEarly literacyen_US
dc.subjectBehavior interventionsen_US
dc.subjectPositive behavior supporten_US
dc.subjectResponse to interventionen_US
dc.subjectBehavioral psychologyen_US
dc.subjectElementary educationen_US
dc.subjectEducational psychologyen_US
dc.subjectLiteracyen_US
dc.subjectReading instructionen_US
dc.titleAn evaluation of The Good Behavior Game in early reading intervention groupsen_US
dc.typeThesisen_US

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