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ETD Abstract Container

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Increasing Engagement Utilizing Video Modeling and the Good Behavior Game with Students with Emotional and Behavioral Disorders

Flowers, Emily M
http://orcid.org/0000-0002-8083-4472
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504800332693159

Abstract Details

2017, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: School Psychology.
A multiple baseline design across classrooms with an embedded reversal design (ABCACB) was used to analyze the effects of the Good Behavior Game (GBG) + Video Modeling with randomized components in comparison to Video Modeling Alone. This study was implemented in three alternative school classrooms for students with emotional and behavioral disorders (EBD). Video modeling within the Good Behavior Game (GBG) may be advantageous because students in alternative school settings may need more explicit instruction on expected classroom behaviors. The videos were created in each of the participating classrooms and showed students following the rules of the GBG, as identified by the teacher, and were approximately 1.5 min long. The results indicated an increase in engagement and a decrease in off-task behavior for all three classrooms during both the GBG + Video Modeling and Video Modeling alone phases of the intervention, with the GBG + Video Modeling demonstrating more positive effects than Video Modeling Alone. In addition, formal teacher and student social validity data were collected in order to evaluate the feasibility and acceptability of the interventions. The majority of the teachers and students preferred the GBG + Video Modeling intervention in comparison to the video modeling intervention due to the reward component; however, teachers found both interventions feasible to implement in their classrooms. Future research should examine the impact of the GBG + Video Modeling, and each component individually, on both teacher and student behaviors.
Tai Collins, Ph.D. (Committee Chair)
Renee Oliver Hawkins, Ph.D. (Committee Member)
Laura Nabors, Ph.D. (Committee Member)
89 p.
Behavioral Sciences
Good Behavior Game; Emotional and behavioral disorders; Alternative school setting; Interdependent group contingency; Video modeling; Randomization

Recommended Citations

Citations

  • Flowers, E. M. (2017). Increasing Engagement Utilizing Video Modeling and the Good Behavior Game with Students with Emotional and Behavioral Disorders [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504800332693159

    APA Style (7th edition)

  • Flowers, Emily. Increasing Engagement Utilizing Video Modeling and the Good Behavior Game with Students with Emotional and Behavioral Disorders. 2017. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504800332693159.

    MLA Style (8th edition)

  • Flowers, Emily. "Increasing Engagement Utilizing Video Modeling and the Good Behavior Game with Students with Emotional and Behavioral Disorders." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504800332693159

    Chicago Manual of Style (17th edition)

ucin1504800332693159
423
© 2017, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.