Class-Wide Positive Behavior Support and Group Contingencies

Abstract

The Good Behavior Game (GBG) is a powerful group contingency with a history of documented empirical support. The purpose of this study was to compare two interdependent group contingencies, the GBG and a positive variation, the Caught Being Good Game (CBGG), in a school implementing school-wide positive behavior support. A kindergarten and fourth-grade classroom teacher with 17 and 20 students, respectively, implemented both versions of the game in a counterbalanced fashion. Using a withdrawal design, results showed similar effects on disruptive and on-task behaviors. The CBGG is discussed as an effective variation of the GBG that is acceptable to both teachers and students. Keywordselementary and middle schools, classroom intervention, positive behavior supports, good behavior game at GEORGIAN COURT UNIV on May 15, 2015 pbi.sagepub.com Downloaded from

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

“…These findings concur with studies documenting the positive effects of praise on student behavior (see e.g., Fullerton et al 2009;Kalis et al 2007;Partin et al 2010;Stormont et al 2007) and address the suggestion of Wright and McCurdy (2012) calling for further examination of the relationship between teacher praise and student on-task behavior.…”

“…Group contingencies provide peer influence to help students avoid their challenging behaviors as well as motivate positive behavior among all students (Ling et al 2011). Group contingencies have been found to reduce disruptive behaviors throughout the class (Donaldson et al 2011;Hulac and Benson 2010;Ling and Barnett 2013) and improve classroom environments (Ö neren Sendil and Tantekin Erden 2014; Wright and McCurdy 2012).…”

Comparing Versions of the Good Behavior Game

“…As Positive Behavioral Interventions and Supports (PBIS) becomes more supported, using a positive variation of group contingencies may align more closely with the desired school climate as well as with the framework within which teachers and staff are being trained (Wright & McCurdy, 2012). The GBG has been modified from traditional methods of negative scanning to positive scanning or a combination.…”

Peer-Assisted Social Learning In Urban After-School Programs

“…The other side of the cue card listed the five PASL Rules (stay in area, share materials, use cue card to problem solve, do the activity, help your partner). Staff awarded points directly on each pair's PASL Cue Card whenever they were observed in compliance with a rule, similar to a positive-only variation of the Good Behavior Game (Wright & McCurdy, 2012).…”

“…This finding is particularly encouraging because our community partner initially reached out to our research team looking for help managing the disruptive behavior among the ASP's older elementary school-age boys. The PASL model directed staff to award pairs points for following activity rules and cooperating with their partner during activities, similar to a positive-only variation of the Good Behavior Game (Wright & McCurdy, 2012). Incentivizing participation and rule following appeared to not only keep children on-task during activities, but measurably reduced disruptive behavior exhibited during after-school time among the population of greatest concern to our community partners.…”