Universität zu Köln

Leidig, Tatjana ORCID: 0000-0002-4598-917X, Casale, Gino, Wilbert, Jürgen ORCID: 0000-0002-8392-2873, Hennemann, Thomas ORCID: 0000-0003-4961-8680, Volpe, Robert J., Briesch, Amy and Grosche, Michael (2022). 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. Front. Educ., 7. LAUSANNE: FRONTIERS MEDIA SA. ISSN 2504-284X

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Abstract

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, SDage = 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.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Leidig, Tatjana UNSPECIFIED orcid.org/0000-0002-4598-917X UNSPECIFIED Casale, Gino UNSPECIFIED UNSPECIFIED UNSPECIFIED Wilbert, Jürgen UNSPECIFIED orcid.org/0000-0002-8392-2873 UNSPECIFIED Hennemann, Thomas UNSPECIFIED orcid.org/0000-0003-4961-8680 UNSPECIFIED Volpe, Robert J. UNSPECIFIED UNSPECIFIED UNSPECIFIED Briesch, Amy UNSPECIFIED UNSPECIFIED UNSPECIFIED Grosche, Michael UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-679312
DOI:	10.3389/feduc.2022.917138
Journal or Publication Title:	Front. Educ.
Volume:	7
Date:	2022
Publisher:	FRONTIERS MEDIA SA
Place of Publication:	LAUSANNE
ISSN:	2504-284X
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language ACADEMIC ENGAGEMENT; INTERVENTIONS; METAANALYSIS; SUPPORT; CONTINGENCIES; SENSITIVITY; AGGRESSION; PREVENTION; FRAMEWORK; CHILDREN Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/67931