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Piloting a classroom-based intervention in after-school programmes: a case study in science migration.

Kathryn Hynes1, Emilie Phillips Smith2, Daniel Perkins3

  • 1Assistant Professor of Human Development & Family Studies, Pennsylvania State University, S118 Henderson Building, University Park, PA, 16802, kbh13@psu.edu.

Journal of Children'S Services
|November 27, 2015
PubMed
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The Good Behavior Game, a classroom behavior curriculum, shows potential for after-school programs. Implementation requires adapting strategies for the unique after-school setting to improve child well-being.

Area of Science:

  • Child development
  • Educational psychology
  • Behavioral science

Background:

  • After-school programs are increasingly recognized for their role in supporting child well-being.
  • Evidence-based practices are sought to enhance the quality of these programs.
  • The Good Behavior Game (GBG) is a proven classroom behavior management strategy.

Purpose of the Study:

  • To evaluate the adaptability of the Good Behavior Game for academically-focused after-school programs.
  • To identify challenges and facilitators for implementing classroom-based interventions in out-of-school settings.

Main Methods:

  • Program observations were conducted to document activities and structure.
  • Qualitative interviews provided insights into implementation experiences.
Keywords:
after-schoolbehavior managementevaluationintervention

Related Experiment Videos

  • Implementation fidelity was assessed to measure adherence to the intervention protocol.

    • Main Results:

    • The study describes the typical structure and activities within the studied after-school programs.
    • Challenges encountered during the migration of the Good Behavior Game were identified.
    • Factors influencing the successful implementation and evaluation of the intervention were examined.

    Conclusions:

    • The Good Behavior Game can potentially be adapted for after-school settings.
    • Successful implementation necessitates addressing specific challenges related to the after-school environment.
    • Further research is needed to optimize the integration of classroom interventions into after-school programs for enhanced child outcomes.