The Good Behavior Game

Swiezy, Naomi B.; Matson, Johnny L.; Box, Peggy

doi:10.1300/j019v14n03_02

Cited by 39 publications

(7 citation statements)

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“…Group contingencies have been shown to decrease disruptive behavior and increase compliant behavior in students of all ages (Maggin, Johnson, Chafouleas, Ruberto, & Berggren, 2012; Poduska et al, 2007; Stage & Quiroz, 1997; Swiezy, Matson, & Box, 1992). Applying group contingencies appears to help students become more aware of their own behavior, particularly its effect on others, thus supporting development of social skills (Poduska et al, 2007).…”

Section: Group Contingenciesmentioning

confidence: 99%

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

et al. 2017

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Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students' classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.

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Section: Group Contingenciesmentioning

confidence: 99%

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

et al. 2017

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“…One limitation is that few studies have been conducted with young children in classroom environments, particularly preschool-age children. One exception is an evaluation of a modified version of the GBG conducted by Swiezy, Matson, and Box (1992), in which the experimenters showed that the GBG was effective for increasing compliance and cooperation for four preschool children (i.e., two dyads of preschool children) during free-play periods. However, there were several major differences between the original GBG procedure and the GBG procedure used by Swiezy et al For example, points were delivered for cooperation between the dyad on completing a mutual task (e.g., putting books away).…”

mentioning

confidence: 99%

“…Another limitation of the GBG literature is that previous research has primarily included data collection and analysis of group data (e.g., mean levels of behavior of a group of children or entire class of children). Although a few studies have included data collection and analysis of individual participant data (McGoey, Schneider, Rezzetano, Prodan, & Tankersley, 2010;Medland & Stachnik, 1972;Pennington & McComas, 2017;Swiezy et al, 1992;Tanol, Johnson, McComas, & Cote, 2010), most either do not report those data or only report the data for the most disruptive children. One exception is a recent study by Groves and Austin (2017) in which the experimenters compared two versions of the GBG in a classroom for students with severe emotional and behavioral disorders.…”

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confidence: 99%

Comparison of components of the Good Behavior Game in a preschool classroom

Foley

Dozier

Lessor

2018

J of App Behav Analysis

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The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response‐independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level.

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“…Organising games are common practices of this subject. Through games, children are expected to learn and grow complying with rules while, at the same time, improving their intellectual, emotional and social interaction domains (Swiezy, Matson and Box, 1993;Hsu, Liang, Chai, and Tsai, 2013). Irrespective to their peers" achievements, teachers always try to make children aware of their individual progress in the activities, hence they gain confidence and eliminate sense of failure and rejection.…”

Section: Movementmentioning

confidence: 99%

A Comparative Analysis on Indonesian 2013 and Slovenian 1999 Kindergarten Curricula

Guntur

2019

International Conference on Education

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For about 2 decades, Slovenian preschools have implemented curriculum established in 1999 without any major reform ever since. Meanwhile, Indonesia has changed its school curriculum three times over the same period (2004, 2006, and 2013). The latest change brings with it the reform of Indonesia"s preschool curriculum. Both countries share context of which preschool education is not made compulsory and the prescribed preschool age range is 1 to 6 years old. This research attempted to compare Indonesian 2013 preschool curriculum (K-13) with Slovenian 1999 curriculum in terms of their development and implementation while also trying to uncover the embedded cultural values and influences on both curricula and how they have impacted different shareholders. In doing so, this research was conducted by reviewing the collated official curriculum documents published by education ministry of the two countries while analysing facts, statistics and issues emerged from related studies and articles. Similarities were found in terms of them functioning as the foundation for the education system, optimised parents" roles, the flexibility of implementation, and their philosophical bases. Slight to significant differences were found in the included parties within the designing processes, the documented and elaborated goals, the privileged groups, and their effects on teachers, staff and school institutions in the implementation basis. The findings suggest that Indonesian curriculum needs to be made more practical instead of being too philosophical while gradual and continuous evaluation in necessary aspects is more recommended than total reforms which tend to result in longer adaptation and transition process.

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The Good Behavior Game

Cited by 39 publications

References 0 publications

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

Comparison of components of the Good Behavior Game in a preschool classroom

A Comparative Analysis on Indonesian 2013 and Slovenian 1999 Kindergarten Curricula

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