The Impact of Working Alliance, Social Validity, and Teacher Burnout on Implementation Fidelity of the Good Behavior Game

School Mental Health

Volumn 4, Issue 1, 2012, Pages 22-33

  Wehby, Joseph H ^a   Maggin, Daniel M ^b   Partin, Tara C Moore ^c   Robertson, Rachel ^d  

^a VANDERBILT UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^c UNIVERSITY OF TENNESSEE   (United States)

^d DUQUESNE UNIVERSITY   (United States)

Author keywords

Good behavior game; School coaching; Social validity; Teacher burnout; Treatment fidelity treatment integrity; Working alliance

Indexed keywords

EID: 81555229646     PISSN: 18662625     EISSN: 18662633     Source Type: Journal    
DOI: 10.1007/s12310-011-9067-4     Document Type: Article

References (47)

1. Allinder, R. M., & Oats, R. G. (1997). Effects of acceptability on teachers' implementation of curriculum-based measurement and student achievement in mathematics computation. Remedial and Special Education, 18(2), 113.
2. Bambara, L. M., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support: Perceived barriers and enablers. Journal of Positive Behavior Interventions, 11, 161-176.
3. Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119.
4. Bierman, K. (2002). The implementation of the fast track program: An example of a large-scale prevention science efficacy trial. Journal of Abnormal Child Psychology, 30(1), 1-17.
5. Carnine, D. (1995). Trustworthiness, useability, and accessibility of educational research. Journal of Behavioral Education, 5(3), 251-258.
6. Cooley, E., & Yovanoff, P. (1996). Supporting professionals-at-risk: Evaluating interventions to reduce burnout and improve retention of special educators. Exceptional Children, 62(4), 336-355.
7. Davies, S., & Witte, R. (2000). Self-management and peer-monitoring within a group contingency to decrease uncontrolled verbalizations of children with attention-deficit/hyperactivity disorder. Psychology in the Schools, 37(2), 135-147.
8. Deshler, D. D. (2003). Intervention research and bridging the gap between research and practice. Learning Disabilities: A Contemporary Journal, 1(1), 1-7.
9. Dolan, L., Turkkan, J., Werthamer-Larsson, L., & Kellam, S. G. (1989). The good behavior game training manual. Baltimore, MD: Johns Hopkins Prevention Research Center.
10. Elliott, S. N. (1988). Acceptability of behavioral treatments: Review of variables that influence treatment selection. Professional Psychology, Research and Practice, 19(1), 68-80.
11. Elmore, R. F. (1996). Getting to scale with successful educational practices. Harvard Educational Review, 66, 1-27.
12. Embry, D. D. (2002). The good behavior game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5(4), 273-297.
13. Evers, W., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology. 72, 227-243.
14. Fitzpatrick, M., & Knowlton, E. (2009). Bringing evidence-base self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure, 53, 253-264.
15. Fixen, D. L., Blasé, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19, 531-540.
16. Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4(1), 1-52.
17. Gresham, F. M., & Lopez, M. F. (1996). Social validation: A unifying concept for school-based coaching research and practice. School Psychology Quarterly, 11(3), 204-227.
18. Guin, K. (2004). Chronic teacher turnover in urban elementary schools. Education Policy Analysis Archives, 12(42), 1-30.
19. Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-679.
20. Horvath, A. O., & Luborsky, L. (1993). The role of the therapeutic alliance in psychotherapy. Journal of Consulting and Clinical Psychology, 61(4), 561-573.
21. Horvath, A. O., & Symonds, B. D. (1991). Relation between working alliance and outcome in psychotherapy: A meta-analysis. Journal of Counseling Psychology, 38(2), 139-149.
22. Hulleman, C. S., & Cordray, D. S. (2009). Moving from the lab to the field: The role of fidelity and achieved relative intervention strength. Journal of Research on Educational Effectiveness, 2, 88-110.
23. Johnson, M. R., Turner, P. F., & Konarski, E. A. (1978). The good behavior game: A systematic replication in two unruly transitional classrooms. Education & Treatment of Children, 1(3), 25-33.
24. Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal. New York, NY: Longman.
25. Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn and Bacon.
26. Klingner, J. K., Arguelles, M. E., Hughes, M. T., & Vaughn, S. (2001). Examining the schoolwide "spread" of research-based practices. Learning Disability Quarterly, 24, 221-234.
27. Kreft, I. G. G., & De Leeuw, J. (1998). Introducing multilevel modeling. Newbury Park: Sage Publications Ltd.
28. Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279-299.
29. Lentz, F. E., Allen, S. J., & Ehrhardt, K. E. (1996). The conceptual elements of strong interventions in school settings. School Psychology Quarterly, 11, 118-136.
30. Martin, D. J., Garske, J. P., & Davis, M. K. (2000). Relation of the therapeutic alliance with outcome and other variables: A meta-analytic review. Journal of Consulting and Clinical Psychology, 68(3), 438-450.
31. Maslach, C., Jackson, S. E., & Schwab, R. L. (1986). Educators survey. In C. Maslach & S. E. Jackson (Eds.), Maslach bumout inventory manual.
32. Medland, M. B., & Stachnik, T. J. (1972). Good-behavior game: A replication and systematic analysis. Journal of Applied Behavior Analysis, 5(1), 45.
33. Perepletchikova, F., & Kazdin, A. E. (2005). Treatment integrity and therapeutic change: Issues and research recommendations. Clinical Psychology: Science & Practice, 12(4), 365.
34. Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teacher's psychological experience and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38, 510-532.
35. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. (2nd edn.) London: Sage.
36. Reimers, T. M., Wacker, D. P., & Koeppl, G. (1987). Acceptability of behavioral treatments: A review of the literature. School Psychology Review, 16, 212-227.
37. Schwab, R. L., Jackson, S. E., & Schuler, R. S. (1986). Educator burnout: Sources and consequences. Educational Research Quarterly, 10(3), 14-30.
38. Seeley, J. R., Small, J. W., Walker, H. M., Feil, E. G., Severson, H. H., Golly, A. M., et al. (2009). Efficacy of the first step to success intervention for students with attention-Deficit/Hyperactivity disorder. School Mental Health, 1(1), 37-48.
39. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.
40. Singh, N. N., & Oswald, D. P. (2004). Evidence-based practice. Part I: General methodology. Journal of Child and Family Studies, 13(2), 129-142.
41. Snijders, T. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. Newbury Park: Sage Pubns Ltd.
42. Sterling-Turner, H. E., Watson, T. S., & Moore, J. W. (2002). The effects of direct training and treatment integrity on treatment outcomes in school coaching. School Psychology Quarterly, 17(1), 47-77.
43. Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski, S. M. (2006). The good behavior game: 1969-2002. Behavior Modification, 30(2), 225.
44. Walker, H. M. (2004). Commentary: Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33(3), 398-408.
45. Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. Advances in School Psychology, 4, 251-288.
46. Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203.
47. Yopp, D., Burroughs, E. A., Luebeck, J., Heidema, C., Mitchell, A., & Sutton, J. (2011). How to be a wise consumer of coaching strategies: Strategies teachers can use to maximize coaching's benefits. Journal of Staff Development, 32, 50-53.