Group L
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This document describes a study designed to determine if eating before swimming causes cramps in children ages 6-10. The study uses a matched pairs experimental design. It will involve 3,500 students from 7 elementary schools, with 500 kids selected from each school evenly distributed across grades 1-5. The kids will be blocked by grade and gender then randomly assigned to eat a cheeseburger or have no food before a hour of swimming. They will record if they experience cramps. The experiment will be repeated with each child receiving both treatments on different days to directly compare the effects of eating vs not eating before swimming. Concerns about differences in activity levels, swimming ability, metabolism and pain tolerance between children are noted.
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AN EVALUATION OF THE GOOD BEHAVIOR GAME IN
KINDERGARTEN CLASSROOMS
JEANNE M. DONALDSON AND TIMOTHY R. VOLLMER
UNIVERSITY OF FLORIDA
TANGALA KROUS AND SUSAN DOWNS
DAVENPORT, IOWA, SCHOOL DISTRICT
AND
KERRI P. BERARD
UNIVERSITY OF FLORIDA
The good behavior game (GBG) is a classwide group contingency that involves dividing the class
into two teams, creating simple rules, and arranging contingencies for breaking or following
those rules. Five kindergarten teachers and classrooms participated in this evaluation of the
GBG. Disruptive behavior markedly decreased in all five classrooms as a result of the
intervention. This study extends the GBG literature by systematically replicating the effects of
the GBG with the youngest group of students to date.
Key words: group contingencies, classroom management, disruptive behavior
_______________________________________________________________________________
Implementation of individualized behavior
plans in large general education classrooms can
be extremely difficult for teachers, creating a
need for classwide behavior-management strat-
egies that are easy for teachers to implement and
effective for most students. One classwide
behavior-management strategy that has been
primarily implemented and evaluated for first
through fifth grade children is the good
behavior game (GBG). Because of its simplicity
and evidence of long-term effects (Kellam et al.,
2008; Kellam, Ling, Merisca, Brown, &
Ialongo, 1994), the GBG has been termed a
‘‘behavioral vaccine’’ (Embry, 2002). The GBG
is even recommended by the Surgeon General
as a Promising Program for prevention of youth
violence (U.S. Department of Health and
Human Services, 2001).
The GBG is an interdependent group
contingency that involves dividing the class
into teams, creating simple rules, and arranging
contingencies for breaking or following those
rules. Barrish, Saunders, and Wolf (1969)
conducted the first empirical evaluation of the
GBG in one fourth-grade classroom. Out-of-
seat and talking-out responses were substantially
reduced as a result of the intervention. Several
studies have since evaluated the GBG and
modifications of the GBG (see Tingstrom,
Sterling-Turner, & Wilczynski, 2006, for a
review). Replication of the GBG with students
younger than first grade would provide impor-
tant information on the generality of the
procedure because kindergarten represents the
entry level of schooling for many children.
Experience with the GBG may establish
histories of appropriate behavior and rule
following when entering school. Presumably,
such effects could have longer term implica-
tions, and some evidence exists to support that
Address correspondence to Timothy R. Vollmer,
Department of Psychology, University of Florida, P.O.
Box 112250, Gainesville, Florida 32611 (e-mail: [email protected]
ufl.edu).
doi: 10.1901/jaba.2011.44-605
This study was funded by the Davenport Community
School District in Davenport, Iowa. We would like to
thank .
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| Parents do not in cooperate toddler in healthy routines like oral hygiene Parents do not help toddler recognize when hand washing is needed. | Parents do no encourage preschoolers to learn about healthy living. Preschooler is not encouraged to maintain basic hygiene | Child disregards dirty hands frequently with no comprehension on why they need to be clean Parents have no Hygienic control over child. |
Nutritional-Metabolic Pattern: List two normal assessment findings that would be characteristic for each age group. List two potential problems that a nurse may discover in an assessment of each age group. | Parents are decreasing the amount of milk to increase iron fortified foods Parents remain in control of what, where and how much food is offered. | Parents encourage a healthy diet with the appropriate amount of each food group. Parents limit the amount of sugar intake. | Child has a favorite snack and eats it at the same time every day. Child has a healthy amount of calorie intake of 1200 to 1800 a day |
| Parents area only giving milk decreasing the proper food intake Parents allow the toddler to have full control of food amount and type. | Parents have no control over child diet, no proper diet as been initiated Parents allow preschooler to eat candy at any hour and any amount. | Parents allow child to only eat one item which is the child favorite item, no control over diet is taken Child is eating more than recommended amount of calories due to fast-food intake |
Pattern of Elimination: List two normal assessment findings that would be characteristic for each age group. List two potential problems that a nurse may discover in an assessment of each age group. | Parent wait for the toddler to be ready for toilet training Positive reinforcement is given when toddler successfully goes in the toilet. | Preschooler is able to flush toilet and was hands with assistance Parents are gentle when preschooler ...
AN EVALUATION OF THE GOOD BEHAVIOR GAME INKINDERGARTEN CLASS.docx
AN EVALUATION OF THE GOOD BEHAVIOR GAME IN
KINDERGARTEN CLASSROOMS
JEANNE M. DONALDSON AND TIMOTHY R. VOLLMER
UNIVERSITY OF FLORIDA
TANGALA KROUS AND SUSAN DOWNS
DAVENPORT, IOWA, SCHOOL DISTRICT
AND
KERRI P. BERARD
UNIVERSITY OF FLORIDA
The good behavior game (GBG) is a classwide group contingency that involves dividing the class
into two teams, creating simple rules, and arranging contingencies for breaking or following
those rules. Five kindergarten teachers and classrooms participated in this evaluation of the
GBG. Disruptive behavior markedly decreased in all five classrooms as a result of the
intervention. This study extends the GBG literature by systematically replicating the effects of
the GBG with the youngest group of students to date.
Key words: group contingencies, classroom management, disruptive behavior
_______________________________________________________________________________
Implementation of individualized behavior
plans in large general education classrooms can
be extremely difficult for teachers, creating a
need for classwide behavior-management strat-
egies that are easy for teachers to implement and
effective for most students. One classwide
behavior-management strategy that has been
primarily implemented and evaluated for first
through fifth grade children is the good
behavior game (GBG). Because of its simplicity
and evidence of long-term effects (Kellam et al.,
2008; Kellam, Ling, Merisca, Brown, &
Ialongo, 1994), the GBG has been termed a
‘‘behavioral vaccine’’ (Embry, 2002). The GBG
is even recommended by the Surgeon General
as a Promising Program for prevention of youth
violence (U.S. Department of Health and
Human Services, 2001).
The GBG is an interdependent group
contingency that involves dividing the class
into teams, creating simple rules, and arranging
contingencies for breaking or following those
rules. Barrish, Saunders, and Wolf (1969)
conducted the first empirical evaluation of the
GBG in one fourth-grade classroom. Out-of-
seat and talking-out responses were substantially
reduced as a result of the intervention. Several
studies have since evaluated the GBG and
modifications of the GBG (see Tingstrom,
Sterling-Turner, & Wilczynski, 2006, for a
review). Replication of the GBG with students
younger than first grade would provide impor-
tant information on the generality of the
procedure because kindergarten represents the
entry level of schooling for many children.
Experience with the GBG may establish
histories of appropriate behavior and rule
following when entering school. Presumably,
such effects could have longer term implica-
tions, and some evidence exists to support that
Address correspondence to Timothy R. Vollmer,
Department of Psychology, University of Florida, P.O.
Box 112250, Gainesville, Florida 32611 (e-mail: [email protected]
ufl.edu).
doi: 10.1901/jaba.2011.44-605
This study was funded by the Davenport Community
School District in Davenport, Iowa. We would like to
thank .
Protecting Breastfeeding
This document provides guidance on developing a practical method for supplementing breastfed infants while protecting breastfeeding potential. It recommends using a 10/10/10 plan where infants breastfeed for 10 minutes, receive supplementation for 10 minutes, and mothers express milk for 10 minutes. This allows infants to continue breastfeeding skills development while meeting caloric needs, and supports mothers' milk supply through frequent removal of milk. The document reviews which infants may need supplementation and developmental feeding skills, and describes various supplementation methods that can be used in the 10/10/10 plan to balance the needs of infants, families and medical staff.
Journal Reporting - Teaching Chewing: A Structured Approach
By: Nicholas Eckman, Keith E. Williams, Katherine Riegel, Candace Paul
OBJECTIVE. A structured intervention was used to teach chewing to two children with special needs. Neither child had a history of chewing or eating high-textured food.
METHOD. The intervention combined oral–motor and behavior components to teach chewing. A multiple baseline design was used to evaluate treatment effectiveness.
RESULTS. Both children improved their chewing skills while increasing the texture of foods eaten and the variety of foods eaten.
CONCLUSION. This structured intervention could be used to teach chewing to a range of children who did not acquire this skill during normal development.
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Group L
- 1. Does eating before swimming cause cramps in children? By: Lauren Kim & Marlee Murray
- 2. Subjects/Experimental Units Population: Statstown District Children (ages 6-10) Sample: 7 Elementary Schools in Statstown District 500 Kids from each school 100 from each grade (50 boys and 50 girls) In total: 3500 students
- 3. Sample Selection Method Stratified Classified by school and then by grade level. An SRS is pulled from the grade level strata.
- 4. Factor, Treatment and Response Factor: Categorical Cheeseburger (has all food groups in it) Treatment: One whole cheeseburger,No food Response: Categorical Cramps - Yes (have cramp) or no (do not have cramp) answer
- 5. Experimental Design Process is completed for each grade 1-5 for each of the 7 Elementary Schools in Statstown District
- 6. Experimental Design Matched Pairs - For each school, kids are blocked by grade and a sample of 100 are selected from each grade. Then, the kids were blocked by gender and randomly assigned to either eating a cheeseburger first and swimming around or having no food before swimming. At the end of one hour of swimming and playing around, the children will record if they have a cramp or not. The results will be compared within the genders of each grade to determine if eating before swimming causes cramps. The control group is not eating before swimming. The experiment will be completed over a two day period. One day a child will have a cheeseburger and then go swimming and then the next day will just swim for an hour or vice versa.
- 7. Randomization For one grade of a specific gender in one school: All students (either boy or girl) should be numbered from 1-50. Next, these numbers should be individually written on slips of paper that should then be placed in a hat. The hat should be shaken up in order to mix up the names, stop after 10 seconds. Then, the first 25 slips chosen out of the hat should get the cheeseburger first and then nothing afterwards, while the remaining 25 should get nothing first and then the cheeseburger afterwards. This process applies to the opposite gender. This method should be done for 4 other grades in the remaining other schools.
- 8. Blocking The children are blocked by grade and then by gender because young boys may be more active than young girls which could cause them to get cramps. Also kids of different ages will be more active than others. It was blocked by Matched Pairs since each child will do both treatments, once eating a cheeseburger and one time without, and then swim around for an hour. After the hour, the kids will record if they got a cramp or not.
- 9. Blinding No blinding is needed, since the subjects are aware that they are consuming a cheeseburger and/or eating nothing. There is no placebo in place where blinding is necessary.
- 10. Concerns about Design ● Method of activity (different ages have different capabilities in swimming) ● Whether they can swim or not ● Metabolism rate ● Pain tolerance o Whether or not they would have to get out of pool if cramp that severe