The good behaviour game: Maintenance effects

Lynch, Donna‐Marie; Keenan, Michael

doi:10.1016/j.ijer.2016.05.005

Cited by 5 publications

(4 citation statements)

References 20 publications

(18 reference statements)

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“…Findings in both classrooms confirmed the effectiveness of the GBG in reducing disruptive behaviors as previously evidenced (e.g., Chan, Foxcroft, Smurthwaite, Coombes, & Allen, 2010;Keenan, Moore, & Dillenburger, 2000;Lynch & Keenan, 2016). However, inclusive behaviors were near zero rate during the GBG regardless of the order in which the games had been played.…”

Section: Introductionsupporting

confidence: 83%

Education for all: The Good Inclusion Game

Dillenburger

Coyle

2019

Behavioral Interventions

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The term "education for all" in the context of inclusive schooling describes the aim that children with identified special/additional needs are fully included in education together with their typically developing peers. However, this is easier said than done as there are few easy-to-use methods that teachers can use while at the same time teaching the approbate curriculum to children with a full range of different abilities. The Good Inclusion Game (GIG) is a group contingency-based tool to create inclusive classrooms that utilizes principles of the applied branch of the science of behavior analysis (applied behavior analysis) and can be used across settings and academic subjects. The GIG was evaluated across nine classrooms including 93 boys and girls aged between 9 and 15 years of age, including 20 children with identified special educational needs. Findings show that the GIG reliably led to a significant increase of inclusive curriculum-focused activities with the collateral effect of decreasing disruptive behaviors for all children. Findings are discussed in the context of inclusive schooling and evidence-based education.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Introductionsupporting

confidence: 83%

Education for all: The Good Inclusion Game

Dillenburger

Coyle

2019

Behavioral Interventions

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“…The interest in using digital games as educational tools has increased enormously over the past decade (All et al, 2017;Lynch & Keenan, 2018), which demands better teachers' knowledge and skills in using the modern technology (Demkanin, 2020;Demkanin & Novotná, 2021). This approach combines the entertaining power of digital games and teaching content.…”

Section: Discussionmentioning

confidence: 99%

“…As such, it leads to student engagement in the learning environment and enforces their behavior to reach targets (Glover, 2013, according to Göksün & Gürsoy, 2019. GSRS combines text, ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ audio, and video material which can differently affect student performance, from negative (Mendelson, 2004), slightly positive (Wang & Tahir, 2020), to positive effect (All et al, 2017;Lynch & Keenan, 2018;Tsai & Hsu, 2020). Also, there is a large number of GSRS users in the world.…”

Section: General Backgroundmentioning

confidence: 99%

Educational Efficiency and Students’ Involvement of Teaching Approach Based on Game-Based Student Response System

Radulović

2021

JBSE

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Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students’ involvement have not been examined. Therefore, this research’s main aim was to determine the educational efficiency and students’ involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students’ involvement were calculated based on students’ achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students’ involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students’ engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students’ performance. Therefore, GSRS approach should be used often in the classroom. Keywords: educational efficiency, students’ involvement, GSRS, scientific reasoning, teaching physics

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“…Behavioral interventions could be both school-centered (13) and effective in reducing behaviors such as self-harm, aggression, disciplinary problems, and behavioral con icts (14,15). In light of the above, the present study aimed at reviewing the project in order to spot the gaps and formulate recommendations to address them.…”

Section: Introductionmentioning

confidence: 99%

Evaluation Of School Mental Health Promotion Program: A Qualitative Study

Borji

Naserbakht

Hajebi

et al. 2022

Preprint

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Background: Due to the need to identify problems related to mental health among students and their proper management by offering specialized medical services to them, recently a relevant research project has been fully implemented in schools of all grades in Iran. Since the only way to measure the effectiveness and find the strengths and weakness of a program is to evaluate it, the present study aims to monitor and evaluate the mentioned project in order to improve the quality of project implementation, identify defects and shortcomings and upgrade the existing system. Methods: The present study was a qualitative study using conventional content analysis that used a semi-structured in-depth interview to obtain information from group of stakeholders. Selected instructors, teachers, principals and designers of the School Mental Health Promotion Program were the target of the study. Results: The findings of the present study were presented in four categories of program strengths, program weaknesses, factors preventing achievement of program objectives and recommendations for program improvement. It is to be noted that 14 subcategories were also devised, and finally, 50 codes were extracted. The overall results of the evaluation of the School Mental Health Program showed its effectiveness. Conclusions: The new and practical model of School Mental Health Program has opened a new perspective to school-based interventions. However, the expectation of full implementation and continuation of this program in the short term and with limited resources does not seem very realistic because making change is often challenging and fraught with problems and obstacles.

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The good behaviour game: Maintenance effects

Cited by 5 publications

References 20 publications

Education for all: The Good Inclusion Game

Education for all: The Good Inclusion Game

Educational Efficiency and Students’ Involvement of Teaching Approach Based on Game-Based Student Response System

Evaluation Of School Mental Health Promotion Program: A Qualitative Study

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