Evaluation of a Novel Independent Group Contingency in an Alternative School
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Medicine
Link
https://link.springer.com/content/pdf/10.1007/s40617-023-00862-5.pdf
Reference21 articles.
1. Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom 1. Journal of Applied Behavior Analysis, 2(2), 119–124. https://doi.org/10.1901/jaba.1969.2-119
2. Bohan, C., Smyth, S., & McDowell, C. (2021). An evaluation of the Caught Being Good Game with an adolescent student population. Journal of Positive Behavior Interventions, 23(1), 42–52. https://doi.org/10.1177/1098300720928455
3. Bohan, C., McDowell, C., & Smyth, S. (2022). Does the immediacy of feedback matter in game-based classroom management? Analysis of the Caught Being Good Game with adolescent students. Journal of Positive Behavior Interventions, 24(3), 208–221. https://doi.org/10.1177/10983007211068534
4. Bowman-Perrott, L., Burke, M. D., Zaini, S., Zhang, N., & Vannest, K. (2016). Promoting positive behavior using the Good Behavior Game: A meta-analysis of single-case research. Journal of Positive Behavior Interventions, 18(3), 180–190. https://doi.org/10.1177/1098300715592355
5. Dadakhodjaeva, K., Radley, K. C., Tingstrom, D. H., Dufrene, B. A., & Dart, E. H. (2020). Effects of daily and reduced frequency implementation of the Good Behavior Game in kindergarten classrooms. Behavior Modification, 44(4), 471–495.
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1. Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes;Journal of Applied Behavior Analysis;2024-07-24
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