Effective data collection modalities utilized in monitoring the good behavior game: Technology-based data collection versus hand collected data

Abstract

The Good Behavior Game (GBG) has been identified as an effective evidence-based class-wide management intervention to decrease maladaptive classroom behaviors. This study was a systematic replication and extension of previous research on GBG. This study looks at the continued effectiveness of the GBG on increasing appropriate student classroom behaviors and on increasing teacher behaviors specific praise statements to students. This research is also attempting to investigate teacher perception of the use of evidence-based interventions and data collection in the classroom, and the differences in accuracy in data collection and the GBG intervention while monitoring teacher's usage of both hand calculated and computer-based data collection modalities.