Using the good behavior game to improve teachers’ fidelity implementation of the good behavior game in the classroom setting
Year: 2021
Type: dissertation
Abstract: Fidelity of implementation is crucial to make valid conclusions about the effectiveness of an intervention, yet most interventions implemented in school settings are not implemented with fidelity. Teachers often alter the strategies or procedures even though they may not be doing so with intention, which is why teacher behavior tends to be difficult to change. The literature has identified ways to support teacher behavior change, but even the most promising approach, has limitations. Teachers tend to respond differently to behavior change strategies because they do not obtain reinforcement by the same contingency. The Good Behavior Game (GBG) is a widely used contingency management program that was created to avoid the challenges of feasibly implementing individualized contingency plans in general education classrooms. While the game has been adapted for use in a variety of settings to promote student behavior change, less research has examined the effects on teacher behavior, specifically teachers’ fidelity of intervention implementation. Additionally, there has not been an investigation of classroom transition time with the game. This study examined an application of the game (GBG-I) to increase the fidelity with which general education teachers implemented the GBG for transition time (GBG-T). It also examined the GBG-T on classroom transition time. The intervention was implemented for two first grade general education teachers using an ABAB reversal design. Results showed that the teachers’ fidelity of implementation increased above baseline levels in both intervention phases and classroom transition time decreased during the GBG-T. Potential contributions of the study are discussed in terms of recommendations for ways to improve teacher fidelity of implementation and reduce transition time in classroom settings.
Author: Megan Peck
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3203133443