{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1764"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1764","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"An examination of the Good Behavior Game and behavior specific praise statements on student and teacher behavior","abstract":"This study directly compares two interdependent group oriented contingency strategies, the GBG and the GBG with a behavior specific praise statement (BSPS) component (i.e., GBG+BSPS) to examine the relative effectiveness of each as a tool for class-wide behavior management, to inspect the effect on teacher interactions with students, and to assess the relative teacher and student acceptability of both games. The Good Behavior Game has been identified as an evidence-based intervention to manage class-wide behavior difficulties, but recently has been criticized for not being proactive in teaching appropriate classroom behavior. The relative effectiveness and acceptability of each game as a class-wide behavior management tool will be examined. This experiment will extend the literature on the GBG by comparing the GBG to a similar, more positive variation of the game where teacher initiated behavior specific praise is included in the procedures (GBG+BSPS).","abstract_html":"This study directly compares two interdependent group oriented contingency strategies, the GBG and the GBG with a behavior specific praise statement (BSPS) component (i.e., GBG+BSPS) to examine the relative effectiveness of each as a tool for class-wide behavior management, to inspect the effect on teacher interactions with students, and to assess the relative teacher and student acceptability of both games. The Good Behavior Game has been identified as an evidence-based intervention to manage class-wide behavior difficulties, but recently has been criticized for not being proactive in teaching appropriate classroom behavior. The relative effectiveness and acceptability of each game as a class-wide behavior management tool will be examined. This experiment will extend the literature on the GBG by comparing the GBG to a similar, more positive variation of the game where teacher initiated behavior specific praise is included in the procedures (GBG+BSPS).","abstract_has_math":false,"creators":["Wright, Robert Allen"],"institution":"Psychology","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T02:58:17Z","subjects":["group contingencies","reprimands","positive approaches","classroom management"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-11092008-225824","https://repository.lsu.edu/gradschool_dissertations/765"],"render_values":[{"text":"etd-11092008-225824","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/765","href":"https://repository.lsu.edu/gradschool_dissertations/765","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.765","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Wright, Robert Allen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2008-10-14"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:09:55Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["group contingencies","reprimands","positive approaches","classroom management"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-11092008-225824","10.31390/gradschool_dissertations.765","https://repository.lsu.edu/gradschool_dissertations/765"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study directly compares two interdependent group oriented contingency strategies, the GBG and the GBG with a behavior specific praise statement (BSPS) component (i.e., GBG+BSPS) to examine the relative effectiveness of each as a tool for class-wide behavior management, to inspect the effect on teacher interactions with students, and to assess the relative teacher and student acceptability of both games. The Good Behavior Game has been identified as an evidence-based intervention to manage class-wide behavior difficulties, but recently has been criticized for not being proactive in teaching appropriate classroom behavior. The relative effectiveness and acceptability of each game as a class-wide behavior management tool will be examined. This experiment will extend the literature on the GBG by comparing the GBG to a similar, more positive variation of the game where teacher initiated behavior specific praise is included in the procedures (GBG+BSPS)."]},{"key":"dc:title","label":"Title","values":["An examination of the Good Behavior Game and behavior specific praise statements on student and teacher behavior"]}]}],"canonical_facts":{"dc:creator":["Wright, Robert Allen"],"dc:date":["2008-10-14"],"dc:date.available":["2022-05-12T23:09:55Z"],"dc:description.abstract":["This study directly compares two interdependent group oriented contingency strategies, the GBG and the GBG with a behavior specific praise statement (BSPS) component (i.e., GBG+BSPS) to examine the relative effectiveness of each as a tool for class-wide behavior management, to inspect the effect on teacher interactions with students, and to assess the relative teacher and student acceptability of both games. The Good Behavior Game has been identified as an evidence-based intervention to manage class-wide behavior difficulties, but recently has been criticized for not being proactive in teaching appropriate classroom behavior. The relative effectiveness and acceptability of each game as a class-wide behavior management tool will be examined. This experiment will extend the literature on the GBG by comparing the GBG to a similar, more positive variation of the game where teacher initiated behavior specific praise is included in the procedures (GBG+BSPS)."],"dc:identifier":["etd-11092008-225824","10.31390/gradschool_dissertations.765","https://repository.lsu.edu/gradschool_dissertations/765"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["group contingencies","reprimands","positive approaches","classroom management"],"dc:title":["An examination of the Good Behavior Game and behavior specific praise statements on student and teacher behavior"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Psychology"]},"updated_at":"2026-07-24T02:58:17Z"}