Effects of the Good Behavior Game on the On-Task Academic Behavior of Students with Emotional and Behavioral Disorders
Keywords:
Good Behavior Game, emotional and behavioral disorder, on-task behaviorAbstract
The study determined the significant effects of Good Behavior Game in a self-contained classroom on students’ on-task academic behavior utilizing a quasi-experimental research design. Respondents of the study were 27 middle schoolers in a self-contained classroom who were diagnosed with emotional and behavioral disorder, and placed academically under the non-intensive needs category. Post-test results for the first on-task dimension, visual attention to work materials, revealed improvement on their ability to stay focused and to control their impulses that encouraged their engagement in the mathematics lesson. In terms of the second on-task dimension, manipulation of materials, data likewise showed improvement after the students’ participation with the Good Behavior Game. Additionally, the overall mathematics performance showed high assessment scores of students. Tests of the significance of difference in the on-task academic behaviors and mathematics performance of students before and after the Good Behavior Game indicated a significant improvement, suggesting effectiveness of the game in the promotion of on-task academic behaviors and success in mathematics.
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