Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD

Abstract

Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with EBD during independent seatwork in an urban alternative high school setting. During the intervention, the class collaborated to fill in a posted Bingo board contingent on demonstrating appropriate behavior. Using an ABAB withdrawal design in two classrooms, the Behavior Bingo intervention showed promise as a feasible and effective classroom management intervention. Given the urban setting and diverse sample of participants, implications for culturally relevant and responsive intervention are discussed, including the role of peers in culturally responsive intervention, the use of randomization and uncertainty, preference assessment, and engaging intervention components.

Analysis of behavioral interventions in alternative school settings

“…Calculations for the d-and g-statistic can only be completed for reversal and multiple baselines (or multiple-probe) across participants designs with three or more participants. Collins et al (2017) and Denune (2015) were not included in the statistical analysis because there were only two cases within each study.…”

Revisión sistemática: Beneficios de los juegos de mesa en el ámbito de la educación social con menores de entre 6 y 18 años

“…Con esta afirmación coinciden Gibbon et al (2017), quienes añaden el componente inclusivo del juego, ya que garantiza que todos los individuos participen y se comprometan en una situación de aprendizaje que además será divertida. Todos estos estudios conducen a replantear el juego como una herramienta inclusiva no solo a nivel de aula donde hay investigadores que han utilizado el juego de mesa con personas con diversidad funcional, es decir, con alguna discapacidad o trastorno como es el caso de la discapacidad auditiva ) o niños con TDAH , sino que también el juego puede servir como medio de inclusión racial o étnica y multicultural en entornos alternativos (Collins et al, 2017).…”

School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research

“…Some evidence-based interventions were adapted to be more culturally relevant. For instance, Behavior Bingo (Collins et al, 2018) was an interdependent group contingency intervention (an evidence-based practice; Maggin et al, 2017) adapted to incorporate a student preference assessment to identify rewards for displays of behavioral expectations (rather than relying on teacher assumptions). It also included culturally relevant peer models (i.e., students of similar age, ethnicity, gender) to promote positive behavior.…”