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

Abstract

Policy-makers are looking to after-school programs to improve family and child well-being and are searching for evidence-based ways to improve the quality of after-school programs. This study examines whether the Good Behavior Game, a behavior management curriculum designed for school classrooms, can be easily migrated to academically-focused after-school programs. Our results are based on program observations, qualitative interviews, and ratings of implementation fidelity. We provide a description of the structure and activities in these after-school programs, then identify challenges to implementing and evaluating classroom-based interventions in the after-school setting.

Keywords: after-school; behavior management; evaluation; intervention.

Figures

Figure 1. Implementation of Fundamental GBG Elements

Source: Legacy After-School Developmental Project, 2006 – 2007. Notes: Implementation of fundamental elements measured on a scale of 0 (implemented on fundamental elements) to 8 (implemented 8 fundamental elements). Each county line averages data from two after-school programs, in order to mask the performance of individual programs.

Figure 2. Implementation of Advanced GBG Elements

Source: Legacy After-School Developmental Project, 2006 – 2007. Notes: Implementation of advanced elements measured on a scale of 0 – 16, with 8 elements about which coaches recorded that they saw 0 (none), 1 (some), 2 (a lot) of each element. Each county line averages data from two after-school programs, in order to mask the performance of individual programs.

Figure 3. Staff Enthusiasm for the Good Behavior Game

Source: Legacy After-School Developmental Project, 2006 – 2007. Notes: Enthusiasm assessed by GBG coach on a scale of 1 (low enthusiasm) to 4 (high enthusiasm). Each county line averages data from two after-school programs, in order to mask the performance of individual programs.