Year: 1973
Type: article
Abstract: A recent study reported procedures (the "good behavior game") for reducing disruptive classroom behavior. Replication of the procedures of the "good behavior game" in two classrooms showed it to be an effective technique for reducing disruptive talking and out-of-seat behavior. Further experimental analysis indicated that the effective components of the game were division of the class into teams, consequences for a team winning the game, and criteria set for winning the game. Although disruptive behavior was markedly reduced by the game, the reductions were correlated with only slightly improved accuracy of academic performance in the one classroom where academic performance was measured.
Authors: V. William Harris, James A. Sherman
Institution: University of Kansas
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2042449314