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

Wiskow, Katie M.; Matter, Ashley L.; Donaldson, Jeanne M.

doi:10.1002/jaba.500

Cited by 24 publications

(22 citation statements)

References 17 publications

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“…Occasionally, when the teacher removed a token without providing vocal feedback, the students looked at each other and expressed signs of confusion (e.g., raising both shoulders up, looking around to identify the student who broke a rule) indicating that vocal feedback is likely an important component in the treatment package. In fact, Wiskow et al (2019) found that vocal feedback was a critical component to reduce disruptions during the GBG in preschool classrooms. Removing a token only indicates that a student engaged in disruption, whereas vocal feedback specifies the topography of the disruption and who violated the rule (e.g., "Team 1, raise your hand"), and may be more salient.…”

Section: Discussionmentioning

confidence: 99%

Stimulus presentation versus stimulus removal in the Good Behavior Game

Silva

Wiskow

2020

J of App Behav Analysis

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The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g.., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus presentation (P) and GBGstimulus removal (R) on levels of disruptions in a 2nd-grade general education classroom. In addition, we measured student prompts, teacher praise and correctives, and student and teacher preference. The GBG-P and GBG-R versions of the game were similarly effective in reducing disruptions. However, the teacher chose to implement the GBG-R and the majority of students reported a preference for the GBG-R.

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Section: Discussionmentioning

confidence: 99%

Stimulus presentation versus stimulus removal in the Good Behavior Game

Silva

Wiskow

2020

J of App Behav Analysis

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“…Taken together, studies of interdependent group contingencies consistently show that problem behavior does not decrease without programmed consequences for rule adherence and within-session feedback for rule violations in children (e.g., Greenwood, Hops, Delquadri, & Guild, 1974; Wiskow, Matter, & Donaldson, 2019) and adolescents (Brogan, Falligant, et al, 2017; Hernan et al, 2018; McDougale et al, 2018). To our knowledge, no study of either group or classroom procedures has shown that rules without programmed consequences for rule adherence either decrease problem behavior or increase appropriate behavior.…”

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confidence: 81%

Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

2019

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Over the past 30 years, researchers have shown that various types of group contingency procedures can decrease problem behavior displayed by young children in academic settings. Recently, researchers have demonstrated that presession rules, within-session feedback, and interdependent group contingencies (i.e., contingently delivered tangible and edible items) increased appropriate behavior displayed by detained adolescents in a residential treatment facility. Nevertheless, it is possible that rules with feedback about rule violations could produce comparable outcomes. To address this question, we used a nonconcurrent multiple baseline design across classrooms to evaluate the extent to which rules, visual feedback (i.e., marks on a board denoting rule violations), and postsession feedback decreased problem behaviors in three classrooms within a residential detention facility. Results indicate that problem behavior decreased to less than 10% of observation intervals in each classroom. Results from a social validity measure indicate that the procedures and outcomes were acceptable to the respective classroom teachers.

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“…It is possible that after exposure to the whole GBG-package, the omission of feedback may produce similar effects on behavior as when feedback is provided. Wiskow et al (2019) conducted a more comprehensive study on GBG feedback in a preschool setting. Rather than completing a full component analysis of the GBG, the authors compared four types of feedback: no feedback, visual feedback, vocal feedback or visual + vocal feedback.…”

Section: Research-article2020mentioning

confidence: 99%

An Evaluation of the Caught Being Good Game With an Adolescent Student Population

Bohan

Smyth

McDowell

2020

Journal of Positive Behavior Interventions

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This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior, rather than marks for breaking class rules. Research on the CBGG has garnered empirical interest in recent years; however, there is little published research on the game with adolescent populations. This study investigated if visual feedback displayed on a scoreboard during the CBGG is a necessary part of the game. This was examined by implementing the game both with and without overt visual feedback, using an ABACABAC reversal design. Academically engaged behavior and disruptive behavior were monitored. The CBGG was effective in both formats, leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group. This suggests that perhaps immediate visual feedback is not an essential component of the CBGG for adolescent, mainstream students. This may be a time-saving measure for teachers wishing to implement the game. Students and their teacher rated the game favorably on social validity measures.

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

Cited by 24 publications

References 17 publications

Stimulus presentation versus stimulus removal in the Good Behavior Game

Stimulus presentation versus stimulus removal in the Good Behavior Game

Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

An Evaluation of the Caught Being Good Game With an Adolescent Student Population

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