Downloads & Free Reading Options - Results

The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007, Ialongo, et al. 2001, Kellam, S.G. et al, 2008 and Poduska, J.M. et al. 2008, Kellam, S.G. et al 1998, Ialongo, N.S. et al. 1999), especially for students that were rated as aggressive, disruptive at entry into first grade/baseline by their teachers. Despite GBG being recognized as an evidence-based prevention program (National Registry of Evidence-based programs and Practices, NREPP, http://nrepp.samhsa.gov/), published data to date is mostly limited to African American and Anglo populations that are native English speakers. This study is a four-year IES Goal 3 project (R305A090446, PI Poduska) that was designed to understand the level of professional development (PD) required for teachers to implement and sustain the Good Behavior Game (GBG), a universal preventive intervention. Two models of PD are being compared with each other and with a control condition, in a randomized field trial. "GBG Basic," which provides group-based pre-implementation training to teachers supplemented by a group-based booster session, and "GBG w Coach," which has the same activities under "GBG Basic" plus a coach who works directly in the classroom with the teacher. This trial takes place in multilingual context of Houston Independent School district. Five tables are appended.

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert