Reducing disruptive behavior in an urban school cafeteria: An extension of the Good Behavior Game

McCurdy, Barry L.; Lannie, Amanda L.; Barnabas, Ernesto Ricardo

doi:10.1016/j.jsp.2008.09.003

Cited by 46 publications

(51 citation statements)

References 35 publications

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“…Also, rules violations (eg, various forms of aggression) in these settings are common and may be encouraged by peers [29]. Preliminary evidence suggests that the use of interdependent group contingencies can decrease disruptive and aggressive behavior [29,30]. The system is designed so that contingencies (ie, positive reinforcers) are provided to all students in the lunchroom if the group meets its collective goal.…”

Section: Intervening In the Lunchroommentioning

confidence: 99%

School-based interventions for students with attention-deficit/hyperactivity disorder

Power

Tresco²,

Cassano³

2009

Curr Psychiatry Rep

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Children with attention-deficit/hyperactivity disorder typically manifest impairments in multiple settings. Perhaps the most common reason for referral relates to the school impairments experienced by these children. A wide range of intervention strategies have been developed for these children to improve attention and behavior, enhance academic competence, and promote social competence. A strong majority of the research on nonpharmacologic interventions has focused on strategies to improve attention and behavior. More recently, strategies specifically designed to promote the academic and social competence of these children are being developed. Also, most of the research has focused on elementary school-age children, but evidence-based strategies for intervening with preschoolers and adolescents are beginning to emerge.

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Section: Intervening In the Lunchroommentioning

confidence: 99%

School-based interventions for students with attention-deficit/hyperactivity disorder

Power

Tresco²,

Cassano³

2009

Curr Psychiatry Rep

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“…In addition, visual feedback may evoke game-related off-task behavior such as a student counting the hatch marks during the lesson instead of attending to the teacher. The GBG has also been implemented with vocal feedback alone (e.g., McCurdy, Lannie, & Barnabas, 2009) or no immediate feedback at all (Ling & Barnett, 2013). Other game-related disruptive behavior may occur if no feedback is delivered.…”

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confidence: 99%

The Good Behavior Game in preschool classrooms: An evaluation of feedback

Wiskow

Matter²,

Donaldson

2018

J of App Behav Analysis

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The Good Behavior Game (GBG) is a popular group contingency implemented to decrease disruptive behavior in classrooms. However, despite numerous replications of the GBG, there are few direct comparisons evaluating the effectiveness of specific components of the GBG. In the present study, we directly compared the type of feedback delivered during the GBG on the effectiveness of the GBG to reduce disruptive behavior in two preschool classrooms. Results showed that delivering vocal feedback (e.g., "raise your hand") alone or in combination with visual feedback (i.e., hatch marks) was superior to no feedback or visual feedback alone during the GBG. These results suggest that different variations of the GBG are not equally effective and that a collection of effective procedural variations from which teachers can choose would be beneficial.

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“…With dependent group contingencies, reinforcers are delivered to the entire class based on the performance of selected student(s). Although all three types of group contingencies have been demonstrated to be effective and viable in reducing students' challenging behaviors and in improving socially appropriate behaviors in the classrooms (e.g., Christ & Christ, 2006;Gresham & Gresham, 1982;Lohrmann & Talerico, 2004;McCurdy, Lannie, & Barnabas, 2009;Murphy, Theodore, Aloiso, Alric-Edwards, & Hughes, 2006;Stage & Quiroz, 1997;, relatively limited research has evaluated the efficacy of dependent group contingencies when compared to the other two types. Due to the focus on the performance of a selected number of students, dependent group contingencies may result in undue peer pressure, retaliation, or social punishment for the targeted students (Davis & Blankenship, 1996).…”

mentioning

confidence: 99%

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

Williamson¹,

Campbell-Whatley

2009

Psychology in the Schools

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Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on-task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. C 2009 Wiley Periodicals, Inc.

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Reducing disruptive behavior in an urban school cafeteria: An extension of the Good Behavior Game

Cited by 46 publications

References 35 publications

School-based interventions for students with attention-deficit/hyperactivity disorder

School-based interventions for students with attention-deficit/hyperactivity disorder

The Good Behavior Game in preschool classrooms: An evaluation of feedback

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

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