Comparing Versions of the Good Behavior Game: Can a Positive Spin Enhance Effectiveness?
Elaine Wahl1, Renee O Hawkins2, Todd Haydon1
1University of Cincinnati, OH, USA.
Behavior Modification
|April 28, 2016
Summary
The Good Behavior Game (GBG) and its positive variant, the Caught Being Good Game (CBGG), both effectively reduce classroom disruptions and improve student engagement. Neither game significantly increased positive teacher statements, suggesting equal efficacy for behavior management.
Area of Science:
- Educational Psychology
- Classroom Management
- Behavioral Interventions
Background:
- Classroom disruptions hinder effective learning environments.
- The Good Behavior Game (GBG) is a proven group contingency for reducing disruptions and increasing engagement.
- Traditional GBG methods may conflict with Positive Behavioral Interventions and Supports (PBIS).
Purpose of the Study:
- To compare the effects of the traditional Good Behavior Game (GBG) and a positive variant, the Caught Being Good Game (CBGG).
- To assess impacts on student engagement, off-task behaviors, and teacher communication.
- To evaluate alignment with Positive Behavioral Interventions and Supports (PBIS) principles.
Main Methods:
- Comparative study of GBG and CBGG interventions in a classroom setting.
- Observation of student engagement and off-task behaviors.
- Analysis of teacher statements (positive and negative).
Main Results:
- Both GBG and CBGG demonstrated significant improvements in student behavior.
- No clear superiority was found between the GBG and CBGG.
- Neither intervention resulted in an increase in positive teacher statements.
Conclusions:
- Both GBG and CBGG are effective behavioral interventions for classrooms.
- The CBGG offers a positive alternative that aligns with PBIS.
- Further research is needed to explore teacher statement modifications and long-term effects.
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