A comparison of variations of the good behavior game on disruptive and social behaviors in elementary school classrooms.

Abstract

The Good Behavior Game (GBG) is an effective classroom management procedure to reduce disruptive behavior. Delivering immediate corrective feedback contingent on each instance of disruptive behavior is one component of the GBG. Given the growing popularity of positive behavioral interventions, researchers developed the Caught Being Good Game (CBGG) where the corrective feedback component is replaced with the delivery of praise contingent on rule-following behavior. In the present study, we compared the GBG, a modified version of the GBG (MGBG), and the CBGG on levels of student disruptive and social behaviors in four kindergarten and one transition kindergarten classroom. Results show that the GBG produced the largest and most stable reductions in disruptive behavior in four of the five classes; however, all game variations were effective. Changes in student social behaviors varied across classes and conditions. In addition, three teachers chose to play the GBG, one chose to play the CBGG, and the majority of students in all classes stated a preference for the CBGG. These results suggest that the schedule of feedback delivery may be an important component of the when initially introducing the GBG in early elementary school classes and that further evaluation of the CBGG is needed.

The Effect of Schedule Thinning on Student Behavior During the Caught Being Good Game

“…Indeed, similar patterns are observed in the GBG literature where many studies have examined the intervention, yet few manipulated the schedule of punishment in place during the game. One exception is a recent study by Wiskow et al (2021) where a “modified” GBG was compared to the traditional GBG and the CBGG. The modified GBG involved a variable interval schedule of punishment whereby the intervention agent would conduct a behavior check and give marks to teams where a member was breaking a class rule at that time.…”