The Effect of Schedule Thinning on Student Behavior During the Caught Being Good Game

Abstract

The Caught Being Good Game (CBGG) is a classroom management intervention which is described as a variation of the classic Good Behavior Game (GBG). It is based on the principle of positive reinforcement, such that teams of students can earn points for following the class rules during the game. Points are awarded by the teacher at different intervals during the game and these intervals were the focus of the current study. We aimed to determine if the CBGG is effective with an initially dense schedule of reinforcement which is progressively thinned. The efficacy of the CBGG in targeting academic engagement and disruptive behavior was demonstrated for one primary school class and for two target students in that class. The game remained effective when the reinforcement schedule was thinned from 2 minutes, up to 5 minutes. This has potential implications for teacher time saving while playing the game.

Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD

“…Research has shown that symptoms associated with ADHD, such as hyperactivity, inattention, and impulsivity, often manifest as behavioral and academic problems (e.g., disruptions and poor academic engagement) which can negatively impact children’s academic outcomes (Barkley, 2018; DuPaul et al, 2014). It has been shown that the CBGG has been effective in reducing DB and improving academic engagement (Bohan et al, 2021, 2022; Bohan & Smyth, 2022, 2023). Therefore, the CBGG might help students diagnosed with ADHD in their learning process in the classroom settings.…”