An evaluation of The Good Behavior Game in early reading intervention groups
Rodriguez, Billie Jo, 1982-
MetadataShow full item record
Rodriguez, Billie Jo, 1982-
As 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.
Showing items related by title, author, creator and subject.
Kauffman, Amy Lynne (University of Oregon, 2008-09)To address the growing academic and social needs of students, schools must utilize efficient and effective methods of behavior support. Targeted interventions support students who are at-risk for developing more severe ...
Guest, Elise M., 1975- (University of Oregon, 2011-06)Educators are responsible for helping students develop academic and behavior skills and for creating safe environments that promote these outcomes. Achieving these outcomes has become increasingly difficult due to ...
The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school Apichatabutra, Chanisa, 1978- (University of Oregon, 2009-03)This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and ...