Interdependent Group Contingencies Reduce Disruption in Alternative High School Classrooms

Joslyn, P. Raymond; Vollmer, Timothy R.; Kronfli, Faris R.

doi:10.1007/s10864-019-09321-0

Cited by 20 publications

(24 citation statements)

References 22 publications

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“…The reductions obtained with the teacher‐implemented GBG were similar to those reported by Joslyn et al () and Joslyn, Vollmer et al (), who used experimenter‐implemented GBG, and slightly greater than those reported by Sy et al (), who included both experimenter and elementary‐educator implementers. Figure compares outcomes from the current study to those obtained by Joslyn et al (); Joslyn, Vollmer et al (), and Sy et al regarding the average percentage reductions in problem behavior and scoring accuracy data. The data from these studies can be directly compared due to the similarities in the methods of GBG implementation and calculation of scoring accuracy.…”

Section: Resultssupporting

confidence: 85%

“…Percentage reduction in problem behavior and scoring accuracy for Classrooms 1‐3 compared to the data from Joslyn et al (), Joslyn, Vollmer et al (), and Sy et al ().…”

Section: Resultsmentioning

confidence: 96%

“…Evidence also suggests that the GBG may provide substantial long‐term benefits when implemented with students at a young age (e.g., reduced prevalence of mental illness, substance abuse, and incarceration in adulthood; Kellam et al, , ). However, empirical evaluations of this procedure have been scarce with students who have emotional and behavioral disorder (EBD) diagnoses and histories of delinquency (c.f., Groves & Austin, , ; Joslyn, Vollmer, & Hernández, ; Joslyn, Vollmer, & Kronfli, ; Rubow, Vollmer, & Joslyn, ; Sy, Gratz, & Donaldson, ).…”

mentioning

confidence: 99%

“…Rubow et al () replicated and extended these findings by demonstrating that the GBG can increase teacher delivery of praise relative to reprimands in alternative schools. Joslyn et al () provided a further extension by demonstrating the efficacy of the GBG with high‐school students in alternative education, a previously unexamined population in this context. These studies provided necessary demonstrations that the GBG can be effective with challenging behavior in these settings.…”

mentioning

confidence: 99%

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Efficacy of teacher‐implemented good behavior game despite low treatment integrity

Joslyn

Vollmer

2019

J of App Behav Analysis

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The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In the current study, 3 teachers were trained to implement the GBG in a restrictive setting for students with histories of emotional and behavioral disorders and delinquency. The teachers used the GBG to produce substantial reductions in problem behavior despite low treatment integrity. Clinical implications and future directions for research are discussed.

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Section: Resultssupporting

confidence: 85%

“…Percentage reduction in problem behavior and scoring accuracy for Classrooms 1‐3 compared to the data from Joslyn et al (), Joslyn, Vollmer et al (), and Sy et al ().…”

Section: Resultsmentioning

confidence: 96%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Efficacy of teacher‐implemented good behavior game despite low treatment integrity

Joslyn

Vollmer

2019

J of App Behav Analysis

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“…Other GBG variations have been used but not systematically evaluated. For example, the original GBG divided the class into two teams, but subsequent researchers have used multiple teams (e.g., Spilt et al, 2013) or one team when the class size was small (e.g., Joslyn, Vollmer, & Kronfli, 2019). Studies have also varied in the ways that the criterion for winning the game has been selected (e.g., teacher-or experimenter-selected; Sy, Gratz, & Donaldson, 2016) or communicated to students.…”

Section: Procedural Variationsmentioning

confidence: 99%

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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Adapting the good behavior game for special education classrooms

Groves

May

Rees

et al. 2021

Psychology in the Schools

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The good behavior game (GBG) is a classroom management intervention that employs a group contingency to support appropriate behavior and reduce classroom disruptions. To date, the majority of GBG research has included participants of typical development in mainstream education classrooms or alternative schools. The current study evaluated the GBG across two classrooms in a special education school in Wales.Children included those with both intellectual and physical disabilities. Although some adaptations were made to accommodate individual student needs, those adjustments were minimal and required little additional effort from teachers.Results were evaluated using a single-case withdrawal design and indicated that the GBG was effective at reducing disruptive and off-task behavior in both classrooms.classroom management, good behavior game, learning disabilities, special educational needs Across educational contexts, teachers report disruptive behavior as a primary concern affecting both the quality of the classroom learning environment and job satisfaction (Ofsted, 2014(Ofsted, , 2019. Deficiencies in classroom management skills exacerbate these problems (Department for Education, 2013;Derrington, 2008) and highlight the need for efficient and effective strategies that take minimal time and resources to learn and subsequently implement. The good behaviorThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Interdependent Group Contingencies Reduce Disruption in Alternative High School Classrooms

Cited by 20 publications

References 22 publications

Efficacy of teacher‐implemented good behavior game despite low treatment integrity

Efficacy of teacher‐implemented good behavior game despite low treatment integrity

The Good Behavior Game: A brief review

Adapting the good behavior game for special education classrooms

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