Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game

Abstract

As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.

Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

“…Unlike prior studies of adolescents in typical school settings (Hernan et al, 2018; Kleinman & Saigh, 2011) and in residential treatment facilities (Brogan, Falligant, et al, 2017; McDougale et al, 2018), the current study showed that rules plus feedback about rule violations decreased adolescents’ problem behavior in three classroom settings. The social validity measures show a general satisfaction with the procedures across all classrooms.…”

“…In particular, students in C3 consistently displayed high rates of problem behavior during baseline sessions. Moreover, the change in class size captured in this study was common to many classrooms within the residential facility, as well as with other studies with groups of adolescents (e.g., Hernan et al, 2018; McDougale et al, 2018). The fact that the intervention exerted consistent effects across inconsistent and novel members of the classroom supports the generality of behavior changes produced by posting rules.…”

“…Taken together, studies of interdependent group contingencies consistently show that problem behavior does not decrease without programmed consequences for rule adherence and within-session feedback for rule violations in children (e.g., Greenwood, Hops, Delquadri, & Guild, 1974; Wiskow, Matter, & Donaldson, 2019) and adolescents (Brogan, Falligant, et al, 2017; Hernan et al, 2018; McDougale et al, 2018). To our knowledge, no study of either group or classroom procedures has shown that rules without programmed consequences for rule adherence either decrease problem behavior or increase appropriate behavior.…”

“…In one study of interdependent group contingencies conducted with adolescents, Kleinman and Saigh (2011) found that the GBG decreased multiple disruptive behaviors in a ninth-grade classroom with students aged 14 to 16 years. In another study with high school students, Hernan, Collins, Morrison, and Kroeger (2018) compared the effects of rules plus a structural antecedent (i.e., a clear box in which an instructor asked students to deposit their mobile devices) with and without the GBG on mobile device use by adolescents in two classrooms. In the clear box condition, an experimenter reviewed classroom rules daily and encouraged students to place their devices in a clear box when they entered the class.…”

Gambaran Penyebab Perilaku Phubbing pada Pelanggan Restoran

“…Moser, Schoenebeck, dan Reinecke (2016) yang meneliti keberadaan ponsel dalam konteks makan bersama juga memberikan arahan bagi penelitian selanjutnya bahwa perlu adanya upaya untuk mengelola penggunaan ponsel pada waktu makan bersama. Adapun pelaksanaan intervensi berkaitan dengan penggunaan ponsel yang dapat mengganggu aktivitas lain, pada penelitian sebelumnya dilaksanakan di lingkungan sekolah (Hernan, Collins, Morrison, & Kroeger, 2018) dan saat mengendarai mobil di jalan umum (Clayton & Myers 2008).…”