The Good Behavior Game: 1969-2002

Abstract

The Good Behavior Game (GBG), a type of interdependent group-oriented contingency management procedure, was first introduced in 1969 and has been used with overwhelming success in classrooms and other settings. Since its inception, the “game” has utilized team competition and peer influence combined with reinforcement procedures. It has been found to be popular, easy-to-use, time-efficient, and widely applicable and versatile. This review describes the game and its numerous variations and adaptations, as well as empirical findings specific to the variety of target behaviors and participants to which it has been applied. In addition, different types of reinforcers used, information on consumer acceptance, and issues related to implementation are considered.

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

“…Perhaps the most widely examined educational interventions using this contingency is the Good Behavior Game (GBG; Barrish, Saunders, & Wolf, 1969). For example, Tingstrom, Sterling-Turner, and Wilczynski, (2006) provided a review of the GBG that included 27 replications (i.e., variations and adaptations) conducted between the years of 1969 and 2002. Of the 28 total studies, 18 (64%) were implemented to diminish disruptive behavior (e.g., Davies & Witte, 2000;Gresham & Gresham, 1982), four (14%) to increase academic behavior and diminish disruptive behavior (Darveaux,1984;Robertshaw & Hiebert, 1973), four (14%) to increase academic behavior (e.g., Darch & Thorpe, 1977), one (4%) to increase prosocial behaviors (Patrick, Ward, & Crouch, 1998), and one (4%) to increase oral hygiene (Swain, Allard, & Holborn, 1982).…”

“…Briefly stated, these are just a small sample of the many positive results achieved in the early research on interdependent group-oriented contingencies (for a complete review of the previous group-oriented contingence research literature see Hayes, 1976;Litow & Pomroy, 1975;McLaughlin, 1974;Theodore et al, 2003;and Tingstrom et al, 2006).…”

Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

“…GBG is a classroom behavior management strategy, geared particularly to students who present aggressive or disruptive behavior, or are shy or socially isolated, which are considered risk factors for future antisocial behaviors (Kellam et al, 2014;Sloboda, & Petras, 2014;Tingstrom, Sterling-Turner, & Wilczynski, 2006). The program helps teachers create collective and collaborative activities among colleagues and reinforce appropriate classroom behaviors consistently, which makes it easier for children to self-regulate and become active members in the classroom community (Kellam et al, 2011;Poduska et al, 2008).…”

“…It was recommended by the UNODC because of its evidence base and the rigorous research conducted with it in several countries, including the United States, England, Holland, Belgium and Australia (Bayer et al, 2009;Kellam et al, 2011;Tingstrom et al, 2006). The program was chosen for a pilot study in four cities in two Brazilian states during the 2013 school year.…”

Asthme: 1, 2, 3... Respirez ! Efficacité du jeu éducatif sur les attitudes à l’égard de l’asthme

“…Cette stratégie s'avère efficace pour modifier les attitudes des jeunes à l'égard de l'asthme. Nos résultats vont dans le même sens que plusieurs études (Garris, Ahlers et Driskell, 2002 ;Tingstrom, Sterling-Turner et Wilczynski, 2006 ;Bottino et al, 2007 ;Khazaal, 2010). Nous notons une amélioration de la perception générale des jeunes à l'égard de l'asthme, une meilleure perception de la gravité de ses conséquences, un fort sentiment de contrôle, une perception de leur capacité à contrer les obstacles pour passer à l'action.…”