A Behavior Game for the Reduction of Inappropriate Classroom Behaviors

The Good Behavior Game: 1969-2002

“…The majority of designs have included phase change (e.g., ABAB, etc. ; Bostow & Geiger, 1976;Darch & Thorpe, 1977;Darveaux, 1984;Davies & White, 2000;Fishbein & Wasik, 1981;Gresham & Gresham, 1982;Hegerle, Kesecker, & Couch, 1979;Lutzker & White-Blackburn, 1979;Medland & Stachnik, 1972;Robertshaw & Hiebert, 1973;Saigh & Umar, 1983;Salend, Reynolds, & Coyle, 1989), multiple baseline (e.g., Johnson, Turner, & Konarski, 1978;Maloney & Hopkins, 1973;Patrick, Ward, & Crouch, 1998;Swain, Allard, & Holborn, 1982;Swiezy, Matson, & Box, 1992), or combinations of the two designs (e.g., Barrish et al, 1969;Grandy et al, 1973;Harris & Sherman, 1973). Thus, a wealth of research has been conducted on the GBG, using strong research designs.…”

“…A few studies also have used a changing criterion design by gradually decreasing the allowable point accumulation during treatment phase(s) (Hegerle et al, 1979;Salend et al, 1989). Conversely, Harris and Sherman (1973) conducted a component analysis in which they systematically altered the allowable number of marks from 8 to 4, back to 8, and finally back to 4 again.…”

“…The majority of GBG investigations have focused on decreasing disruptive student behaviors such as talking, out-of-seat, name calling, cursing, and verbal/physical aggression (Barrish et al, 1969;Bostow & Geiger, 1976;Davies & White;Gresham & Gresham, 1982;Harris & Sherman, 1973;Hegerle et al, 1979;Johnson et al, 1978;Kosiec, Czernicki, & McLaughlin, 1986;Medland & Stachnik, 1972;Phillips & Christie, 1986;Saigh & Umar, 1983;Salend et al, 1989;Warner, Miller, & Cohen, 1977;Webster, 1989). Most studies have involved dividing a class into teams (most typically 2 or 3), after which team names were clearly posted.…”

Get Them Back on Track: Use of the Good Behavior Game to Improve Student Behavior

“…Students may have difficulty giving constructive feedback to their peers as well as receiving feedback (Bostow & Geiger, 1976;Hegerle, Kesecker, & Couch, 1979). Teachers may find it beneficial to directly teach students a method for giving feedback and acceptable ways of receiving feedback.…”

“…When teaching class expectations to students, teachers might model what giving and receiving feedback looks and sounds like, because this can be helpful for students' understanding. To reinforce these skills as well as to provide corrective feedback, giving and receiving feedback can be connected to class expectations (Bostow & Geiger, 1976;Hegerle et al, 1979). For example, both behaviors can be connected to the class expectation ''be respectful.''…”