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Peer reviewed
Direct linkW. Blake Ford; Keith C. Radley; Daniel H. Tingstrom; Brad A. Dufrene – Journal of Positive Behavior Interventions, 2020
Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies…
Descriptors: Behavior Problems, Student Behavior, High School Students, Grade 9
Speight, Renee; Whitby, Peggy; Kucharczyk, Suzanne – Journal of Positive Behavior Interventions, 2020
Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school…
Descriptors: Student Behavior, Teacher Behavior, Middle School Students, Middle School Teachers
Fallon, Lindsay M.; Marcotte, Amanda M.; Ferron, John M. – Journal of Positive Behavior Interventions, 2020
The impact of the Good Behavior Game (GBG) on students' classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students' academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students' writing output while…
Descriptors: Educational Games, Student Behavior, Curriculum Based Assessment, Elementary School Students
Wright, Robert A.; McCurdy, Barry L. – Journal of Positive Behavior Interventions, 2012
The Good Behavior Game (GBG) is a powerful group contingency with a history of documented empirical support. The purpose of this study was to compare two interdependent group contingencies, the GBG and a positive variation, the Caught Being Good Game (CBGG), in a school implementing school-wide positive behavior support. A kindergarten and…
Descriptors: Behavior Modification, Positive Reinforcement, Teachers, Kindergarten
Janney, Donna M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J.; Lane, Kathleen L. – Journal of Positive Behavior Interventions, 2013
In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC…
Descriptors: Learning Processes, Intervention, At Risk Students, Elementary School Students
Sprague, Jeffrey; Perkins, Kindle – Journal of Positive Behavior Interventions, 2009
First Step to Success is a multicomponent behavioral program for at-risk children who show signs of antisocial behavior at the point of school entry. The program incorporates behavioral intervention techniques, including praise and feedback, positive reinforcement, social skills training, teacher and parent collaboration, and time-out/response…
Descriptors: Antisocial Behavior, Behavior Problems, Behavior Modification, At Risk Students
Bradshaw, Catherine P.; Mitchell, Mary M.; Leaf, Philip J. – Journal of Positive Behavior Interventions, 2010
Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school…
Descriptors: Behavior Problems, Socialization, Suspension, Student Behavior
