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A Comparison of the Influence of Different Components of the Good Behavior Game in a Preschool Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Comparison of the Influence of Different Components of the Good Behavior Game in a Preschool Classroom./
Author:	Foley, Elizabeth A.
Description:	1 online resource (60 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-02.
Contained By:	Masters Abstracts International57-02(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355346121

A Comparison of the Influence of Different Components of the Good Behavior Game in a Preschool Classroom.
Foley, Elizabeth A.

A Comparison of the Influence of Different Components of the Good Behavior Game in a Preschool Classroom. - 1 online resource (60 pages)

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.A.)

Includes bibliographical references

The Good Behavior Game (GBG) is a multicomponent treatment package that has been demonstrated to decrease disruptive behavior in various populations (kindergarten through high school-age students) and environments (Barrish et al., 1969; Embry, 2002; Tingstrom et al., 2006). However, there is limited research evaluating the GBG with preschool-age children (Swiezy, Matson, & Box, 1992). Furthermore, few studies have evaluated the effects of various components of the GBG, and of those that have, most have done so only after exposure to the GBG package (Fishbein & Wasik, 1981; Harris & Sherman, 1973; Medland & Stachnik, 1972). Finally, few studies have reported data at the individual level (Medland & Stachnik, 1972). Therefore, the purpose of our study was to (a) evaluate the effects of the GBG on disruptive behavior of preschool children during group instruction, (b) evaluate the effects of the major components of the GBG before and after implementation of the GBG package, and (c) examine effects at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response-independent contingency was effective for maintaining low levels of disruptive behavior.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355346121Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparison of the Influence of Different Components of the Good Behavior Game in a Preschool Classroom.
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245 1 2 $a A Comparison of the Influence of Different Components of the Good Behavior Game in a Preschool Classroom.
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300 $a 1 online resource (60 pages)
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500 $a Source: Masters Abstracts International, Volume: 57-02.
500 $a Adviser: Claudia L. Dozier.
502 $a Thesis (M.A.) $c University of Kansas $d 2017.
504 $a Includes bibliographical references
520 $a The Good Behavior Game (GBG) is a multicomponent treatment package that has been demonstrated to decrease disruptive behavior in various populations (kindergarten through high school-age students) and environments (Barrish et al., 1969; Embry, 2002; Tingstrom et al., 2006). However, there is limited research evaluating the GBG with preschool-age children (Swiezy, Matson, & Box, 1992). Furthermore, few studies have evaluated the effects of various components of the GBG, and of those that have, most have done so only after exposure to the GBG package (Fishbein & Wasik, 1981; Harris & Sherman, 1973; Medland & Stachnik, 1972). Finally, few studies have reported data at the individual level (Medland & Stachnik, 1972). Therefore, the purpose of our study was to (a) evaluate the effects of the GBG on disruptive behavior of preschool children during group instruction, (b) evaluate the effects of the major components of the GBG before and after implementation of the GBG package, and (c) examine effects at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response-independent contingency was effective for maintaining low levels of disruptive behavior.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Behavioral psychology. $3 1179418
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0384
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710 2 $a University of Kansas. $b Applied Behavioral Science. $3 1181319
773 0 $t Masters Abstracts International $g 57-02(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10264384 $z click for full text (PQDT)