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dc.contributor.authorBartela, Ashley L.
dc.description.abstractThe positive reinforcement contingencies, particularly the Good Behavior Game, have been used by teachers to improve behaviors among students within the classroom. Prior research suggests that the Good Behavior Game saves educators time in constantly administering consequences to students, and promotes both positive social behaviors and academic performance among students involved simultaneously (Tankersley, 1995). This quantitative study investigated the effectiveness of the positive reinforcement contingency, the Good Behavior Game on increasing on-task behavior and decreasing disruptive behaviors among a group of five first grade students (three girls and two boys) enrolled in an Academic Intervention Services (AIS) classroom. The researcher collected data through an ABA design, which spanned over a cumulative period of four weeks. Findings demonstrated a direct correlation between the implementation of the Good Behavior Game and on-task behaviors, as well as a significant decrease in disruptive behaviors among each of the five first grade students involved in the study.en_US
dc.rightsCC0 1.0 Universal*
dc.subjectReinforcement (Psychology).en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducational games.en_US
dc.titleThe effects of the Good Behavior Game on first grade students' behaviors.en_US
dc.description.institutionSUNY at Fredonia

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CC0 1.0 Universal
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