Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom

Flower, Andrea; McKenna, John; Muething, Colin S.; Bryant, Diane Pedrotty; Bryant, Brian R.

doi:10.1177/0145445513507574

Cited by 53 publications

(44 citation statements)

References 40 publications

(62 reference statements)

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“…Teachers perceived the effectiveness of GBG in changing student behavior to be aligned with findings from previous research conducted in other countries, emphasizing that GBG is a strategy for classroom intervention that can promote positive changes in students' behavior, as well as provide support for a more effective pedagogical practice (Donaldson, Vollmer, Krous, Downs, & Berard, 2011;Flower et al, 2014;Poduska et al, 2008).…”

Section: Discussionsupporting

confidence: 52%

“…If a member of the team broke a classroom rule, the team would receive a checkmark. Groups received positive feedback and rewards when they did not accumulate more than four checkmarks, following the model proposed in GBG (Flower, McKenna, Muething, Bryant, & Bryant, 2014;Kellam et al, 2014;Tingstrom et al, 2006). Having consequences for rule-breaking and positive reinforcement for following the behavioral expectations created for the classroom increased sociability and better relationships among peers, who started to self-regulate their behaviors.…”

Section: The Brazilian Pilot Interventionmentioning

confidence: 99%

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Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

Schneider

Pereira

Cruz

et al. 2016

Psicol. cienc. prof.

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Abstract:The article discusses the pilot implementation of the evidence-based preventive program Good Behavior Game (GBG) in public schools in four Brazilian cities. GBG is a method for classroom behavior management by teachers, which aims at developing sociability among elementary school students between 6 and 10 years old. The objective of this study was to evaluate the program implementation process, focusing on the acceptability and perceived results by the professionals involved. Mixed methods were used, and data analysis was conducted using triangulation, including questionnaires and semi-structured interviews with 28 teachers, 9 school administrators, and 6 coaches. Data analysis was performed through descriptive and inferential statistics and content analysis, according to the nature of data. GBG had a high acceptance among teachers and school administrators. Professionals highlighted the importance of stimulating teamwork, the systematic use of rewards, and the objectivity of classroom rules. Acceptability was attributed, in large part, to the effectiveness of the strategy for classroom management. Nevertheless, this study highlighted the need of adaptations to better reflect the Brazilian societal and economic context. Keywords: Prevention, Process Evaluation, Children, Drug Abuse. Avaliação da implementação em escolas brasileiras de um programa preventivo para criançasResumo: O artigo discute a implementação piloto do programa preventivo baseado em evidência Good Behavior Game (GBG) em escolas públicas de quatro cidades brasileiras. O GBG é considerado um método para o professor de manejo de comportamentos em sala de aula, visando a construção de sociabilidade entre os estudantes, direcionado para turmas do ensino fundamental, com crianças entre seis e 10 anos. O objetivo deste estudo foi a avaliação do processo de implementação com foco na aceitabilidade e percepção de resultados pelos profissionais envolvidos. Foram utilizados métodos mistos na investigação e triangulação de dados na análise, com base na aplicação de questionários e entrevistas semiestruturadas com 28 professores, nove diretores e seis multiplicadoras do programa. Os dados foram analisados através de estatística descritiva e inferencial ou análise de conteúdo, conforme a natureza do dado. O GBG obteve uma alta aceitação entre professores e diretores. Destacou-se a importância do estímulo ao trabalho em grupo, o uso de elogios como reforçadores, a objetividade das regras assumidas coletivamente. A aceitabilidade foi atribuída, em boa parte, à eficácia de sua estratégia de manejo de sala de aula. Houve indicações da necessidade de adaptações que reflitam o contexto social e econômico brasileiro. Palavras-chaves: Prevenção, Avaliação de Programa, Avaliação de Processo, Criança, Abuso de Drogas. 509Schneider D. R.; Pereira A. P. D.; Cruz J. I.; Strelow M.; Chan G.; Kurki A.; Sanchez Z. M. (2016).Evaluation of a Preventive Program for Children.

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Section: Discussionsupporting

confidence: 52%

Section: The Brazilian Pilot Interventionmentioning

confidence: 99%

Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

Schneider

Pereira

Cruz

et al. 2016

Psicol. cienc. prof.

View full text Add to dashboard Cite

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“…Researchers have repeatedly demonstrated the efficacy of the GBG for decreasing disruptive behavior in kindergarten through high school students (e.g., Donaldson, Vollmer, Krous, Downs, & Berard, 2011;Flower, McKenna, Muething, Bryant, & Bryant, 2013;Harris & Sherman, 1973) across a variety of settings, including inclusive classrooms (e.g., Johnson, Turner, & Konarski, 1978) and a cafeteria (McCurdy, Lannie, & Barnabas, 2009). However, several limitations warrant further research.…”

mentioning

confidence: 99%

Comparison of components of the Good Behavior Game in a preschool classroom

Foley

Dozier

Lessor

2018

J of App Behav Analysis

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The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response‐independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level.

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“…Although the literature is sparse on applications of group contingencies with high school students, the few studies conducted thus far show that they also can be effective in reducing classwide problem behavior with this older population (e.g., Christ & Christ, ; Schanding & Sterling‐Turner, ; Theodore, Bray, & Kehle, ). For example, the Good Behavior Game (GBG; Barrish, Saunders, & Wolf, ), which employs an interdependent group contingency (see Embry, ; Tingstrom, Sterling‐Turner, & Wilczynski, for reviews) and is traditionally used with younger students, has also been found relatively recently to effectively decrease classwide disruptive behavior with high school students (Flower, McKenna, Muething, Bryant, & Bryant, ; Kleinman & Saigh, ; Mitchell, Tingstrom, Dufrene, Ford, & Sterling, ).…”

mentioning

confidence: 99%

Effects of Tootling on Classwide Disruptive and Academically Engaged Behavior of General‐education High School Students

Lum

Tingstrom

Dufrene

et al. 2017

Psychology in the Schools

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Considered the opposite of tattling, Tootling is a positive peer‐reporting procedure in which students report their classmates’ positive prosocial behavior instead of inappropriate behavior and employs other well‐established behavior analytic principles. This study examined the effects of Tootling on students’ behavior in three general‐education high school classrooms. Students wrote and then submitted tootles into a marked container. Teachers recorded the number of tootles on publicly posted progress charts, and read a sample of tootles at the end of the class period. An interdependent group contingency procedure was used along with a class goal of the number of tootles needed to earn the class a reward. An A‐B‐A‐B withdrawal design with follow‐up found decreases in classwide disruptive behavior and increases in academically engaged behavior across classrooms. Results suggest that Tootling can provide high school teachers a method for positively reinforcing students’ prosocial behavior, and function as a preventative measure against disruptive behavior. Issues related to social validity and directions for future research are discussed.

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Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom

Cited by 53 publications

References 40 publications

Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

Comparison of components of the Good Behavior Game in a preschool classroom

Effects of Tootling on Classwide Disruptive and Academically Engaged Behavior of General‐education High School Students

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