Teachers’ Insights on the Training, Coaching, and Implementation of the Good Behavior Game
Author:
Funder
National Institute of General Medical Sciences
Publisher
Springer Science and Business Media LLC
Subject
General Medicine
Link
https://link.springer.com/content/pdf/10.1007/s40688-023-00485-1.pdf
Reference46 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. Journal of Applied Behavior Analysis, 2(2), 119–124. https://doi.org/10.1901/jaba.1969.2-119
2. Becker, K. D., Bradshaw, C. P., Domitrovich, C., & Ialongo, N. S. (2013). Coaching teachers to improve the implementation of the Good Behavior Game. Administration and Policy in Mental Health, 40, 482–493. https://doi.org/10.1007/s10488-013-0482-8
3. Biggs, B. K., Vernberg, E. M., Twemlow, S. W., Fonagy, P., & Dill, E. J. (2008). Teacher adherence and its relation to teacher attitudes and student outcomes in an elementary school-based violence prevention program. School Psychology Review, 37(4), 533–549.
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 Behavioral Interventions, 18, 180–190. https://doi.org/10.1177/1098300715592355
5. Bradshaw, C. P., Zmuda, J. H., Kellam, S. G., & Ialongo, N. S. (2009). Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school. Journal of Educational Psychology, 101(4), 926–937. https://doi.org/10.1037/a0016586
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