Evaluation of the Good Behavior Game Using ClassDojo in Secondary Classrooms

Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students

“…Taken together, the results align with the findings of Bohan et al (2021) and with previous research demonstrating the efficacy of group contingencies in general (Maggin et al, 2012, 2017), and the CBGG specifically, in targeting classroom-based behavior (e.g., Ford, 2017; Tanol et al, 2010; Wahl et al, 2016; Wright & McCurdy, 2012). The findings lend further support to the efficacy of the CBGG with delayed feedback (e.g., Wahl et al, 2016) and immediate visual feedback (e.g., Lynne et al, 2017).…”

“…This may be useful for teachers who are under time pressure and do not have time in their schedules to engage with more intensive behavior support plans and individualized classroom management. Although the CBGG has been evaluated with adolescent students before, previous versions have incorporated ClassDojo technology (e.g., Dadakhodjaeva, 2017; Ford, 2017). The version applied here used a simpler, low-tech method of awarding points, which may be more desirable for use by teachers in secondary school classrooms who have limited time frames in which to carry out class duties.…”

“…Points could be earned if all members of their team were following the rules when the teacher conducted a “behavior check.” These checks occurred when the teacher was prompted, 6 times during a 40-min class period. The wearable prompting device would vibrate every 5 min and the teacher would check the team’s behavior between 0 and 60 s after being prompted, allowing for a variable schedule to be created (e.g., Bohan et al, 2021; Ford, 2017).…”

“…It incorporates the IRP-15 measure of acceptability (Martens et al, 1985) and adds measures of efficiency and effectiveness. As in previous research (e.g., Ford, 2017), items were modified to reflect application of an intervention to a group rather than an individual child, and to the present/past tense. Items were rated from 1 ( strongly disagree ) to 6 ( strongly agree ).…”

“…In these comparison studies, the GBG and CBGG have been found to be similarly effective in primary school classrooms (e.g., Wahl et al, 2016; Wright & McCurdy, 2012). The CBGG has also been investigated independently of the GBG and has been successfully applied in secondary school classrooms (e.g., Bohan et al, 2021; Dadakhodjaeva, 2017; Ford, 2017).…”