Beyond "What Works": A Mixed-Methods Study of Intervention Effect Modifiers in the Good Behavior Game

Autor/inn/en	Ashworth, Emma; Humphrey, Neil; Lendrum, Ann; Hennessey, Alexandra
Titel	Beyond "What Works": A Mixed-Methods Study of Intervention Effect Modifiers in the Good Behavior Game
Quelle	In: Psychology in the Schools, 57 (2020) 2, S.222-246 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashworth, Emma) ORCID (Humphrey, Neil) ORCID (Lendrum, Ann) ORCID (Hennessey, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22312
Schlagwörter	Educational Games; Intervention; Student Behavior; Elementary School Students; Classroom Techniques; Behavior Problems; Prosocial Behavior; Attention; Reading Achievement; At Risk Students; Scores + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Student behaviour; Schülerverhalten; Klassenführung; Aufmerksamkeit; Leseleistung
Abstract	This mixed-methods study examines two moderators of the impact of the Good Behavior Game--implementation variability, participant risk status, and the interaction between them--as predictors of behavioral and academic outcomes. Quantitative data from 38 primary schools were utilized, with outcome data collected at baseline and 2-year follow-up. Behavior (disruptive behavior, prosocial behavior, and concentration problems) was assessed via the Teacher Observation of Classroom Adaptation Checklist. Reading attainment was assessed via national teacher assessment scores, and the Hodder Group Reading Test. Implementation fidelity/quality data were collected via independent observations. Participant risk status was modeled using a cumulative risk index. Multilevel modeling revealed that higher levels of fidelity/quality were associated with improved overall reading scores (d = 0.203-225), but worsening disruptive behavior among high-risk students (d = 0.560). Thematic analysis of qualitative interview data collected from 20 teachers identified six groups of at-risk students who were perceived to experience differential effects, and five key mechanisms underpinning these. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01