Increasing Class Participation in College Classrooms with the Good Behavior Game

Cheatham, Jessica M.; Ozga, Jenny E.; Peter, Claire C. St.; Mesches, Gabrielle A.; Owsiany, Jennifer M.

doi:10.1007/s10864-017-9266-7

Cited by 18 publications

(21 citation statements)

References 26 publications

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“…The GBG is most commonly implemented as a classroom-management procedure with elementary students (Flower et al, 2014), but has recently been used in several other contexts. First, the GBG has been extended to undergraduate (Cheatham, Ozga, St. Peter, Mesches, & Owsiany, 2017) and preschool students (e.g., Wiskow, Matter, & Donaldson, 2019). Second, the GBG's effectiveness has recently been demonstrated with a broader array of student populations, including those with emotional and behavioral disorders (EBD) and histories of delinquency in alternativeeducation environments (e.g., Groves & Austin, 2017;Joslyn, Vollmer, & Hernández, 2014).…”

Section: Novel Populations Settings and Behaviorsmentioning

confidence: 99%

“…Second, the GBG's effectiveness has recently been demonstrated with a broader array of student populations, including those with emotional and behavioral disorders (EBD) and histories of delinquency in alternativeeducation environments (e.g., Groves & Austin, 2017;Joslyn, Vollmer, & Hernández, 2014). Finally, the GBG has recently been shown to improve previously unexplored behaviors (e.g., undergraduate class participation and physical activity; Cheatham et al, 2017;Galbraith & Normand, 2017). These findings support the notion that the GBG is a robust procedure capable of improving behavior across various scenarios and contexts.…”

Section: Novel Populations Settings and Behaviorsmentioning

confidence: 99%

“…Other studies on contingency variations include the successful implementation of differential-reinforcement-of-alternativebehavior schedules to increase specific responses (Cheatham et al, 2017;Galbraith & Normand, 2017) and comparisons of group contingencies. Groves and Austin (2017) implemented the GBG using independent and interdependent group contingencies in a classroom in which the teacher had concerns about students' abilities to work in teams.…”

Section: Procedural Variationsmentioning

confidence: 99%

See 2 more Smart Citations

The Good Behavior Game: A brief review

Joslyn

Donaldson

Austin

et al. 2019

J of App Behav Analysis

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The Good Behavior Game (GBG) is a group contingency that reduces disruption and increases engagement in various contexts. In recent years, researchers have extended the GBG in at least 3 ways: (a) demonstrating its efficacy with novel populations, settings, and behaviors, (b) examining procedural variations that improve contextual fit, and (c) using more comprehensive data collection methods to explore the behavior of individual students and indirect effects. The purpose of the current review is to summarize recent advances, discuss implications of recent studies and potential mechanisms for the general efficacy of the GBG, and suggest future directions.

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Section: Novel Populations Settings and Behaviorsmentioning

confidence: 99%

Section: Novel Populations Settings and Behaviorsmentioning

confidence: 99%

Section: Procedural Variationsmentioning

confidence: 99%

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The Good Behavior Game: A brief review

Joslyn

Donaldson

Austin

et al. 2019

J of App Behav Analysis

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“…Future research should continue to focus on postsecondary settings and adults with disabilities. A single peer‐reviewed article was found that included classroom interventions for a postsecondary setting (Cheatham et al, ), indicating that there is a huge gap in research for this age group and setting. Of note, no peer‐reviewed articles were found that addressed adults with disabilities in a postsecondary setting.…”

Section: Discussionmentioning

confidence: 99%

“…One of the few examples of classwide interventions in a postsecondary setting includes the findings of Cheatham, Ozga, Peter, Mesches, and Owsiany (2017) in using the GBG to increase class participation in a college classroom. The researchers reported increased classroom participation using the GBG relative to baseline data.…”

Section: Postsecondary Educationmentioning

confidence: 99%

Comparing the effects of ClassDojo with and without Tootling intervention in a postsecondary special education classroom setting

Lipscomb

Anderson

Gadke

2018

Psychology in the Schools

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ClassDojo and Tootling are two intervention techniques rooted in behavioral theory used in classwide behavior management purposes. ClassDojo is a technology‐based behavior tracking system, allowing users to provide or remove points to students based on their classroom behaviors. Tootling provides students with the opportunity to deliver positive feedback to their peers in the form of tootles. The goal of the current study was to evaluate the effects of ClassDojo alone and Tootling plus ClassDojo for decreasing the problem behavior in a postsecondary classroom. Participants included seven emerging adult students (19–24 years old) with intellectual disabilities in a Comprehensive Transitional Program at a major university. A single subject A/A + B + C alternating treatment design was implemented to compare the intervention conditions in both baseline and ongoing control conditions. Visual analysis suggested that the ClassDojo‐alone condition produced the greatest reduction in problem behavior for the classroom as a whole and across most individual students. Further, there were strong effects using nonoverlap of all pairs of both ClassDojo and Tootling plus ClassDojo relative to baseline conditions. Limitations of the study, implication for practice, and future research are discussed.

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Behavior analysis in college classrooms: A scoping review

Curiel

Kranak

Fielding

et al. 2022

Behavioral Interventions

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We conducted a scoping review of interventions that have been implemented classroom-wide in college classroom settings. We searched nine behavior-analytic journals from 2000 through 2020. We identified 59 studies that met our inclusion criteria and organized them into 13 categories: acceptance and commitment therapy (n = 1), equivalence-based instruction (n = 1), SAFMEDS (n = 4), guided notes (n = 4), response cards (n = 5), group contingencies (n = 5), interteaching (n = 6), programmed instruction, PSI, computer-aided (CA)PSI (n = 7), contingency arrangements (n = 15), feedback (n = 4), online delivery techniques (n = 4), game study sessions (n = 2), and peer-generated examples (n = 1). The interventions have been used with undergraduate and graduate students across various course topics and modalities. Most interventions produced positive results, commonly assessed via quiz and exam scores. This review presents the scope of interventions, their characteristics, and recommendations for future research.

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Increasing Class Participation in College Classrooms with the Good Behavior Game

Cited by 18 publications

References 26 publications

The Good Behavior Game: A brief review

The Good Behavior Game: A brief review

Comparing the effects of ClassDojo with and without Tootling intervention in a postsecondary special education classroom setting

Behavior analysis in college classrooms: A scoping review

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