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ERIC Number: ED563300
Record Type: Non-Journal
Publication Date: 2013
Pages: 10
Abstractor: ERIC
Reference Count: 10
Measurement of Child Behavior via Classroom Observations in the Good Behavior Game Professional Development Models Randomized Control Trial
Kurki, Anja; Wang, Wei; Li, Yibing; Poduska, Jeanne
Society for Research on Educational Effectiveness
The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007, Ialongo, et al. 2001, Kellam, S.G. et al, 2008 and Poduska, J.M. et al. 2008, Kellam, S.G. et al 1998, Ialongo, N.S. et al. 1999), especially for students that were rated as aggressive, disruptive at entry into first grade/baseline by their teachers. Despite GBG being recognized as an evidence-based prevention program (National Registry of Evidence-based programs and Practices, NREPP,, published data to date is mostly limited to African American and Anglo populations that are native English speakers. This study is a four-year IES Goal 3 project (R305A090446, PI Poduska) that was designed to understand the level of professional development (PD) required for teachers to implement and sustain the Good Behavior Game (GBG), a universal preventive intervention. Two models of PD are being compared with each other and with a control condition, in a randomized field trial. "GBG Basic," which provides group-based pre-implementation training to teachers supplemented by a group-based booster session, and "GBG w Coach," which has the same activities under "GBG Basic" plus a coach who works directly in the classroom with the teacher. This trial takes place in multilingual context of Houston Independent School district. Five tables are appended.
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Publication Type: Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute on Drug Abuse (DHHS/PHS)
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Texas
IES Funded: Yes
Grant or Contract Numbers: R305A090446; R01DA030452