scholarly journals Preventing Disruptive Behavior in the Urban Classroom: Effects of the Good Behavior Game on Student and Teacher Behavior

2007 ◽  
Vol 30 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Amanda L. Lannie ◽  
Barry L. McCurdy
Keyword(s):  
Disruptive Behavior ◽  
Teacher Behavior ◽  
Good Behavior Game ◽  
Classroom Effects ◽  
Urban Classroom

A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior

2021 ◽  
pp. 019874292110611
Author(s):  
Tara C. Moore ◽  
Jason R. Gordon ◽  
Angela Williams ◽  
Jessica F. Eshbaugh
Keyword(s):  
Student Perceptions ◽  
Disruptive Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Good Behavior Game ◽  
Individual Student ◽  
The Third ◽  
Teacher And Student Perceptions ◽  
Withdrawal Design ◽  
Increasing Trends

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau- U effect sizes ranged from .76 to .95 indicating large and very large effects for both behaviors for two students and academic engagement for the third student, but Tau- U for the third student’s disruptive behavior was .32 (considered not effective). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students’ behavior was generally better in intervention phases both during and not during the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study.

Effects of the Good Behavior Game on student and teacher behavior in an alternative school

2018 ◽  
Vol 51 (2) ◽  
pp. 382-392 ◽  
Author(s):  
Christopher C. Rubow ◽  
Timothy R. Vollmer ◽  
P. Raymond Joslyn
Keyword(s):  
Alternative School ◽  
Teacher Behavior ◽  
Good Behavior Game

Measuring Academic Output During the Good Behavior Game: A Single Case Design Study

2019 ◽  
Vol 22 (4) ◽  
pp. 246-258
Author(s):  
Lindsay M. Fallon ◽  
Amanda M. Marcotte ◽  
John M. Ferron
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Classroom Behavior ◽  
Single Case ◽  
Good Behavior Game ◽  
Single Case Design ◽  
Modest Improvement ◽  
Practice Time ◽  
The Impact ◽  
Writing Practice

The impact of the Good Behavior Game (GBG) on students’ classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students’ academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students’ writing output while playing the GBG versus when the game is not played. The purpose of the current study was to systematically introduce the GBG during writing practice time in a Grade 1 and Grade 2 classroom, and observe any changes to all students’ academic engagement, disruptive behavior, as well as target students’ writing output using WE-CBM. Results indicated large increases in all students’ academic engagement and decreases in disruptive behavior when the GBG was played. For writing output, target students demonstrated modest improvement in the amount of words written and accuracy of writing when the game was played, especially students identified as having emerging writing skills. Future studies might continue to empirically explore the connection between behavioral intervention and academic output by replicating study procedures in different contexts and/or with alternative WE-CBM indices.

A practitioner’s guide to the good behavior game.

2020 ◽  
Vol 20 (4) ◽  
pp. 219-235
Author(s):  
P. Raymond Joslyn ◽  
Jennifer L. Austin ◽  
Jeanne M. Donaldson ◽  
Timothy R. Vollmer
Keyword(s):  
Good Behavior Game
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