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| Classroom-Based Strategies to Improve Student Behavior and Academic Performance |
| Sunday, May 25, 2025 |
| 11:00 AM–11:50 AM |
| Convention Center, Street Level, 147 B |
| Area: EDC |
| Instruction Level: Basic |
| Chair: Vetle Ryen Berge (Ecura AS) |
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| An Investigation Into the Inclusive Superhero Game |
| Domain: Applied Research |
| SCOTT GRAHAM (Ulster University), Michael Keenan (Ulster University) |
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| Abstract: In order to ensure that inclusive education (IE) is achieved, it is crucial that teachers have access to effective and easy-to-use interventions. Not only are teachers charged with the task of educating a diverse set of students within IE classrooms, but they are also expected to manage disruptive behavior and ensure all students socially participate. A large body of research shows group contingencies to be effective and efficient in changing student behavior. However, there is a paucity of research examining the effects of dependent group contingencies aimed at improving inclusive interactions between students with and without special educational needs (SEN) in IE classrooms. In Experiment 1, a new classwide intervention named the Inclusive Superhero Game (ISG) was investigated. The ISG utilizes the dependent group contingency, in which students earn points for ‘helping, sharing and caring’, and contingent on meeting a predetermined criterion, earn a reward. Experiment 2 also examined the effects of the ISG, however, with the reward delivered noncontingently. Across both experiments, withdrawal experimental designs were utilized to compare the effects of the interventions, more specifically, the effects on inclusive interactions and disruptive behavior. Overall, the ISG was found to be an effective intervention. |
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A Comparison of the Effectiveness and Acceptability of the Good Behavior Game With and Without Teams |
| Domain: Applied Research |
| VETLE RYEN BERGE (Ecura AS), Børge Strømgren (OsloMet – Oslo Metropolitan University) |
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| Abstract: This study aimed to evaluate and compare the effect and acceptability of the Good Behavior Game (GBG) played with and without teams. Traditionally, GBG is played by dividing the class into two, or more, teams. The trend, however, seems to be moving towards dividing the classes into several smaller teams, even though more teams involve more work and organization for the teachers. In recent times, much research has been conducted on various variables in GBG. However, only two studies have evaluated the effect of GBG with the whole class as one team, and it does not seem to have previously been investigated which variation students and teachers prefer. Using six school classes, a withdrawal design with two phase sequences was implemented. Baseline, whole-class GBG, another baseline, and team GBG phases were applied, with the sequence reversed for half of the classes. A final phase allowing teacher choice of GBG variation was also included. After the intervention, teacher and student preferences were collected to identify the preferred intervention variation. This study is part of the PhD-project: “The Good Behavior Game for Norwegian schools”. |
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