Table 1.
Treatment Fidelity, Awarded Points, and Praise Rates Across Classrooms.
| Classroom | GBG treatment integrity a | Points awarded across GBG implementations | Percentage of points delivered with praise across GBG implementations | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Baseline | GBG intro. | Intervention | Total points | Behavior-specific praise | General praise | |||||||||||
| M | Min | Max | M | Min | Max | M | Min | Max | M | Min | Max | M | Min | Max | ||
| Classroom A | 0% | 0% | 0% | 100% | 100% | 100% | 100% | 53 | 45 | 64 | 85% | 76% | 92% | 11% | 7% | 14% |
| Classroom B | 0% | 0% | 0% | 100% | 91% | 83% | 100% | 23 | 22 | 24 | 97% | 91% | 100% | 3% | 0% | 9% |
| Classroom C | 0% | 0% | 0% | 89% | 95% | 82% | 100% | 27 | 3 | 41 | 100% | 100% | 100% | 0% | 0% | 0% |
Note. GBG = Good Behavior Game.
a
Treatment integrity for the baseline and intervention phases was computed as the percentage of GBG steps adhered to for each session (baseline phase) or each GBG implementation (intervention phase). Contrasts between the baseline and intervention phases indicate treatment differentiation. Treatment integrity of the teachers’ introduction of the GBG to students was computed as the percentage of steps adhered to on the lesson plan.