Class-Wide Positive Behavior Support and Group Contingencies

Robert A. Wright · Barry L. McCurdy

101 citations0/0 files storedJournal of Positive Behavior Interventions

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Behavioral and Psychological Studies Early Childhood Education and Development Education Discipline and Inequality

Abstract

The Good Behavior Game (GBG) is a powerful group contingency with a history of documented empirical support. The purpose of this study was to compare two interdependent group contingencies, the GBG and a positive variation, the Caught Being Good Game (CBGG), in a school implementing school-wide positive behavior support. A kindergarten and fourth-grade classroom teacher with 17 and 20 students, respectively, implemented both versions of the game in a counterbalanced fashion. Using a withdrawal design, results showed similar effects on disruptive and on-task behaviors. The CBGG is discussed as an effective variation of the GBG that is acceptable to both teachers and students.

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References

1999Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes 2008Applied Behavior Analysis 2009Praxis der Kinderpsychologie und Kinderpsychiatrie 2002The Evolution of Discipline Practices: School-Wide Positive Behavior Supports 1969GOOD BEHAVIOR GAME: EFFECTS OF INDIVIDUAL CONTINGENCIES FOR GROUP CONSEQUENCES ON DISRUPTIVE BEHAVIOR IN A CLASSROOM 1 2009A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools 1985Teacher judgments concerning the acceptability of school-based interventions.2000Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD

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2017A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update 2014An evaluation of observational methods for measuring response to classwide intervention.2017An evaluation of interdependent and independent group contingencies during the good behavior game 2014Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

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