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A Meta-Analysis of Class-Wide Interventions for Supporting Student Behavior

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A Meta-Analysis of Class-Wide Interventions for Supporting Student Behavior

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This article examines class-wide interventions, rather than specific interventions that help particular behavioral needs. The interventions that this article discusses are the Good Behavior Game, Token Economies, and interdependent contingencies. The study finds that class-wide interventions "not only decrease negative behaviors, but also increase the behaviors teachers and school administrators seek to cultivate in students" (Chaffee, Briesch, Johnson, & Volpe, 2017, p. 161). Class-wide interventions help general education teachers feel that behavior is manageable and they feel less pressure to create specific intense interventions.

http://go.galegroup.com.library.marygrove.edu:2048/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm&currentPosition=1&docId=GALE%7CA500197611&docType=Report&sort=Relevance&contentSegment=&prodId=AONE&contentSet=GALE%7CA500197611&searchId=R2&userGroupName=lom_marygrove&inPS=true

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Since this intervention is flexible, I can tailor its use to my classroom centers. Rather than the typical Good Behavior Game consisting of two student groups, I can monitor 4 students groups, one for each center that runs in my classroom.

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The Caterpillar Game: A Classroom Management System

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The Caterpillar Game: A Classroom Management System

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Positive feedback to students has proven successful in classroom in regards to improving student behavior. This article examines the many positive influences it can have on the classroom dynamic. Specific feedback about good choices that students make helps others realize what constitutes good behavior during the school day. The Caterpillar Game requires the teacher to give verbal, positive feedback every 10 minutes, which was decided upon because the researchers found that it was frequent enough to influence student behavior, but not so frequent that it interrupted instruction.

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Meta-Analysis of Behavioral Self-Management Interventions in Single-Case Research

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Meta-Analysis of Behavioral Self-Management Interventions in Single-Case Research

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This article provides research that supports the importance of teaching students to monitor their own behavior in the classroom. These students are periodically asked to reflect on their behavior. What some have found with this intervention, however, is that students may be placing more importance on monitoring themselves, rather than on the assigned work in the classroom. Behavioral self-management has been proven to successfully improve behavior, but does not show any "clear conclusions from being drawn regarding what works best and with whom" (Briesch & Briesch, 2016, p. 12).

http://go.galegroup.com.library.marygrove.edu:2048/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm&currentPosition=1&docId=GALE%7CA458803455&docType=Report&sort=Relevance&contentSegment=&prodId=AONE&contentSet=GALE%7CA458803455&searchId=R1&userGroupName=lom_marygrove&inPS=true#

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This is a class-wide intervention that takes place for a short period of time, which fulfills my focus on improving classroom behavior during centers.

How can I best help students choose a reward for the winning team? The reward must be a motivator for all students so that they are all inspired to make good choices.

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"When rules are not followed, students are not able to attain the needed educational goals set forth by federal and state education departments." (Elswick & Casey, 2011, p. 36).

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This classroom-wide intervention is an attempt to decrease poor behavior in the classroom, generally for a short, set period of time. Typically, the Good Behavior Game (GBG) begins with a teacher identifying a specific behavior he or she would like to diminish (out of seat, loud voices, bothering others). Once this is identified, the teacher explains the "rules" of the game to the students, which is the desired outcome of the game and allows a reward to be chosen for the winning group. The teacher will split the class into two groups and track the behavior that was identified. Each group is awarded points based on the negative behavior and the group with fewer points at the end of the "game" are the winners.

http://go.galegroup.com.library.marygrove.edu:2048/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm&currentPosition=1&docId=GALE%7CA323857648&docType=Article&sort=Relevance&contentSegment=&prodId=AONE&contentSet=GALE%7CA323857648&searchId=R9&userGroupName=lom_marygrove&inPS=true

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Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research

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Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research

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This article examines different angles of the Good Behavior Game in regards to its overall effect on classroom behavior and the effects of moderators on student behavior. The Good Behavior Game helps a teacher monitor student behavior by dividing the classroom into two groups and tracking points of the negative behaviors that students display. What this study concluded was that this intervention is flexible and teachers modified it to suit their students behavioral needs and/or classroom needs.

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"Student problem behavior can have detrimental effects on the classroom environment by disrupting the normal functioning of the classroom. These disruptive behaviors can impact both the student who is exhibiting these behaviors as well as other students in the classroom." (LeGray, Dufrene, Mercer, Olmi, & Sterling, 2013, p. 86).

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Each day I help my students build these skills in the classroom, but this is an intervention that takes time to develop and may develop at slower rates for each child.

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The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior

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The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior

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This intervention is based on the noise level within a classroom. Using an application on an iPad, the teacher monitors the noise in a classroom and checks the application every 2 minutes to check the decibel level. The teacher issues a class reward if the students meet the decided upon noise-level goal. During the period of time the teacher monitors the application, the teacher  provides "positive or corrective feedback" (Radley, Dart, & O'Handley, 2016, p. 99).

http://go.galegroup.com.library.marygrove.edu:2048/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm&currentPosition=1&docId=GALE%7CA458803460&docType=Report&sort=Relevance&contentSegment=&prodId=AONE&contentSet=GALE%7CA458803460&searchId=R3&userGroupName=lom_marygrove&inPS=true

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Developing Young Children's Self-Regulation through Everyday Experiences

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Developing Young Children's Self-Regulation through Everyday Experiences

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As young people learn about the world each day, they begin to improve and learn about their self-regulation skills. Eventually these skills become automatic, but it takes time and exposure to multiple situations before that happens. Self-regulation skills are often developed in early childhood classrooms and they are scaffolded by their teachers. By helping students develop self-regulation skills, students learn appropriate ways to behave and respond in the classroom.

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Daily Behavior Report Cards as Evidence-based Practice for Teachers

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Daily Behavior Report Cards as Evidence-based Practice for Teachers

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This article focuses on the behavioral intervention of reporting out student behavior each day to parents through the use of Daily Behavior Report Cards. By reporting student behavior each day, it not only provides feedback to students and parents, but helps teachers progress-monitor. Many times these charts are used in conjunction with positive reinforcement at home when students have a positive behavior report card for the day. Daily Behavior Report Cards "can work for multiple behaviors simultaneously" (Vannest, Burke, Sauber, Davis, & Davis, 2011, p. 15) rather than focus on an over-arching behavior problem within the classroom.

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This article briefly discusses three possible classroom interventions for student behavior. The first intervention is helping make your students more responsible. This supports the belief that when people (students and adults) are faced with challenges, they more often than not overcome them. "When irresponsibility diminishes, behavior improves!" (Breaux & Whitaker, 2013, p. 43). The second intervention is being a positive teacher and role model for your students. Students respond to positivity and it influences their behavior. The final intervention is that teachers teach with a sense of urgency. Helping students see your enthusiasm for the subject matter helps them feel the same way.

http://web.a.ebscohost.com.library.marygrove.edu:2048/ehost/detail/detail?vid=2&sid=6a1ed865-3705-432b-bc21-7c24a4a353e3%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=84525217&db=eft

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"Using mystery rewards also allows for more equality among peers because all members of the class receive the same reward" (Robichaux & Gresham, 2014, p. 287).

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Differential Effects of the Mystery Motivator Intervention

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Differential Effects of the Mystery Motivator Intervention

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This article discusses the importance of managing student behavior because disruptive behavior can negatively impact student learning. The Mystery Motivator is an intervention that the teacher uses to help monitor a behavior goal that is created for the class (a target behavior that the teacher identifies). If the class meets the intended goal, the teacher gives the class a chance to earn a reward. The teacher will "uncover" a colored square on the Mystery Motivator chart and it may or may not, reveal a reward. The idea is that the students will display appropriate behavior at all times because at some point during the week, one of the mystery squares will reveal a reward.

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I use this intervention for a handful of students who need additional behavioral guidance and for communication with parents. I have the ability and resources to use this with every child, though its purpose is usually to monitor student behavior during the entire day.

How can I use Daily Behavior Report Cards to serve the purpose of monitoring student behavior only at centers?