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The Good Student Game was also found to be an effective classroom management tool for meeting the needs of today's diverse classrooms by Allison E. Babyak, Gayle J. Luze, and Debra M. Kamps (2000). The game was applied to three classrooms composed of student with attention problems, learning and/or behavioral difficulties, limited English proficiency, and giftedness. Data collected in all three classrooms demonstrated increases in the percentage of time students were in seat and quiet during independent work periods.
Barry L. McCurdy, Amanda L. Lannie, and Ernesto Barnabas (2008) incorporated a non-classroom setting to investigate the impact the Good Behavior Game on the disruptive behaviors of students in grades K -- 6 in an urban school cafeteria. The modified design which they refer to as the Lunchroom Behavior Game was applied across three lunch periods. Results showed a decrease in the level of disruptive behaviors following the implementation game in each lunch period and a decreasing trend for two of the three lunch periods.
In another study Miranda Witvliet, Pol a.C. van Lier, Pim Cuijpers, and Hans M. Koot (2009) used a randomized controlled trial to explore the connection between positive peer relations and externalizing outcomes. The study involved 758 children followed from kindergarten to the end of 2nd grade. Children were randomly assigned to the Good Behavior Game, or a control condition. Children's acceptance by peers, their number of mutual friends, and their proximity to others were assessed annually through peer ratings. Externalizing behavior was annually rated by teachers. Reductions in children's externalizing behavior and improvements in positive peer relations were found among children who participated in the Good Behavior Game, as compared with control-group children. Reductions in externalizing behavior appeared to be partly mediated by the improvements in peer acceptance. Interestingly, this mediating role of peer acceptance was found for boys only. The results suggest that positive peer relations are not...
The good student behavior game:Behavior management for diverse classrooms. Intervention in school and clinic, 35 no4 216-23 Mr. 2000
Barrish, H.B., Saunders, M., & Wolf, M.M., (1969) . Good behavior game: Effects of indiviual contingencies for group consequnces on disruptive behavior in a classroom. Journal of applied behavior analysis, 1969, 2, 119-124 number 2 (Summer 1969).
Harris, W.V., & Sheerman, J.A., (1973). Use and analysis of the "good behavior game" to reduce disruptive classroom behavior. Journal of applied behavior analysis, 1973, 6, 405-417 number 3 (Fall 1973).
McCurdy, B.L., Lannie, a.L., & Barnabas, E., (2008). Reducing disruptive behavior in an urban school cafiteria: an extension of the good behavior game, Journal of school psychology, 47 (2009) 39-54
Salend, S.J., Reynolds, C.J., & Coyle, E.M., (1989). Individualizing the good behavior game across type and frequency of behavior with emotionally distrurbed adolesents. hool cafiteria: an extension of the good behavior game, Behavior modification, Sage publihing. Retrieved June 7, 2010, from: http://bmo.sagepub.com/cgi/content/abstact/13/1/108
Tankersley, M., (1995). A group- oriented contingency management program. Preventing School Failure. 1045988X, Fall 95, Issue 1, Heldref Publications.
Witvliet, M., Van Lier, P.O.C., Cuipers, P., & Koot, H.M., (2009). Testing links between childhood positive peer relations and externalizing outcomes through a ramdomized controlled intervention study. Journal of consulting and clinical psychology. American Psycholgical Association 2009, Vol. 77, No. 5, 905-915
References
Babyak, a.E., Luze, G.J., & Kamps, D.M., (2000). The good student behavior game:Behavior management for diverse classrooms. Intervention in school and clinic, 35 no4 216-23 Mr. 2000
Barrish, H.B., Saunders, M., & Wolf, M.M., (1969) . Good behavior game: Effects of indiviual contingencies for group consequnces on disruptive behavior in a classroom. Journal of applied behavior analysis, 1969, 2, 119-124 number 2 (Summer 1969).
Harris, W.V., & Sheerman, J.A., (1973). Use and analysis of the "good behavior game" to reduce disruptive classroom behavior. Journal of applied behavior analysis, 1973, 6, 405-417 number 3 (Fall 1973).
McCurdy, B.L., Lannie, a.L., & Barnabas, E., (2008). Reducing disruptive behavior in an urban school cafiteria: an extension of the good behavior game, Journal of school psychology, 47 (2009) 39-54
Salend, S.J., Reynolds, C.J., & Coyle, E.M., (1989). Individualizing the good behavior game across type and frequency of behavior with emotionally distrurbed adolesents. hool cafiteria: an extension of the good behavior game, Behavior modification, Sage publihing. Retrieved June 7, 2010, from: http://bmo.sagepub.com/cgi/content/abstact/13/1/108
Game Theory: Galatasaray "What economists call game theory psychologists call the theory of social situations, which is an accurate description of what game theory is about. Although game theory is relevant to parlor games such as poker or bridge, most research in game theory focuses on how groups of people interact" (Levine, 2013). Game theory is used in a variety of situations and professions where it is imperative to use razor-sharp
An infinite number of Nash equilibria exist. Given any request, the corresponding strategy of the equilibrium pair simply requests the remainder of the cake. If the first person did not request the entire cake for him or herself, there is a strict Nash equilibrium. If the first player did request the whole cake, the equilibrium is not a strict Nash equilibrium. However, if player 2 makes any nonzero demand, he
So-called n-person games include more than two actors or sides….The central problem is that the rational decision for an individual actor such as a state may be to 'defect' and go it alone as opposed to taking a chance on collaboration with another state actor" as did Israel and the ascent of the Likud after Arafat's refusal of the 2000 peace deal (Beavis 2010). Yet saber-rattling no longer seems
In actuality, the competition became quite stiff between various sales staff as it was the sales leaders in each category that were to receive bonuses, rather then incentives being given to all staff that reached certain targets. This meant that it was in each sales person's best individual interests to hinder sales from others and compete for certain specific sales. The ultimate result was a more embittered workforce and a
Good Country People" by Flannery O'Connor and "Indian Camp" by Ernest Hemingway When Coming of Age is Too Much The coming-of-age story is a classic of literature, from The Adventures of Huck Finn to Catcher in the Rye and The Outsiders, and learning the lessons of being an adult is never easy. The journey from childhood to adulthood requires a loss of innocence and idealism, which sometimes come at a very
509). Likewise, in a conventional military context, Davis and Shapiro describe anti-access and area denial as being "cost-imposing strategies," a description these authors suggest is particularly useful in the counterterrorism context. In addition, game theory can help avoid military confrontations altogether, thereby avoiding unnecessary friendly casualties. In this regard, Schofield (1999) emphasizes that, "The inevitability of armed conflict in the classical sense is not a foregone conclusion in a