Individual, generalized, and moderated effects of the good behavior game on at-risk primary school students
A multilevel multiple baseline study using behavioral progress monitoring
Bibliographic Data
| ID | 22162140 |
|---|---|
| Authors | Tatjana Leidig (0000-0002-4598-917X, University of Cologne, corresponding author), Gino Casale (0000-0003-2780-241X, University of Wuppertal), Jürgen Wilbert (0000-0002-8392-2873, University of Potsdam), Thomas Hennemann (0000-0003-4961-8680, University of Cologne), Robert J Volpe (0000-0003-4774-3568, Northeastern University), Amy M Briesch (0000-0002-8281-1039, Northeastern University), Amy Briesch, Michael Grosche (0000-0001-6646-9184, University of Wuppertal) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-07-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.917138 |
| OpenAlex | W4288424367 |
| Language | EN |
| Citations received | 1 |
| References cited | 56 |
The current study examined the impact of the Good Behavior Game (GBG) on the academic engagement (AE) and disruptive behavior (DB) of at-risk students’ in a German inclusive primary school sample using behavioral progress monitoring. A multiple baseline design across participants was employed to evaluate the effects of the GBG on 35 primary school students in seven classrooms from grade 1 to 3 ( M age = 8.01 years, SD age = 0.81 years). The implementation of the GBG was randomly staggered by 2 weeks across classrooms. Teacher-completed Direct Behavior Rating (DBR) was applied to measure AE and DB. We used piecewise regression and a multilevel extension to estimate the individual case-specific treatment effects as well as the generalized effects across cases. Piecewise regressions for each case showed significant immediate treatment effects for the majority of participants (82.86%) for one or both outcome measures. The multilevel approach revealed that the GBG improved at-risk students’ classroom behaviors generally with a significant immediate treatment effect across cases (for AE, B = 0.74, p < 0.001; for DB, B = –1.29, p < 0.001). The moderation between intervention effectiveness and teacher ratings of students’ risks for externalizing psychosocial problems was significant for DB ( B = –0.07, p = 0.047) but not for AE. Findings are consistent with previous studies indicating that the GBG is an appropriate classroom-based intervention for at-risk students and expand the literature regarding differential effects for affected students. In addition, the study supports the relevance of behavioral progress monitoring and data-based decision-making in inclusive schools in order to evaluate the effectiveness of the GBG and, if necessary, to modify the intervention for individual students or the whole group
Developmental psychology · Moderation · Multilevel model · Psychosocial · Statistics · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Mathematics · Psychology · Social Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |