The Good Behavior Game: A brief review

Joslyn, P. Raymond; Donaldson, Jeanne M.; Austin, John; Vollmer, Timothy R.

doi:10.1002/jaba.572

Cited by 50 publications

(39 citation statements)

References 20 publications

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“…The GBG consists of stating specific rules, dividing the class into two or more groups, providing feedback following rule violations, and delivering rewards at the end of the game to the group(s) with a criterion number of marks or fewer. Since Barrish et al (1969), experimenters have replicated and modified the GBG in several ways to increase the feasibility of implementation (Joslyn et al, 2019). An important distinction between the original GBG (Barrish et al, 1969) and other variations of the game is that during the GBG the teacher delivers a hatch mark to a group contingent on a disruption.…”

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confidence: 99%

Stimulus presentation versus stimulus removal in the Good Behavior Game

Silva

Wiskow

2020

J of App Behav Analysis

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The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g.., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus presentation (P) and GBGstimulus removal (R) on levels of disruptions in a 2nd-grade general education classroom. In addition, we measured student prompts, teacher praise and correctives, and student and teacher preference. The GBG-P and GBG-R versions of the game were similarly effective in reducing disruptions. However, the teacher chose to implement the GBG-R and the majority of students reported a preference for the GBG-R.

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confidence: 99%

Stimulus presentation versus stimulus removal in the Good Behavior Game

Silva

Wiskow

2020

J of App Behav Analysis

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“…The Good Behavior Game (GBG; Barrish, Saunders, & Wolf, 1969) is an interdependent group reinforcement contingency that has proven to be a robust and efficient intervention to both decrease problem behavior and increase appropriate behavior (Bowman-Perrott, Burke, Zaini, Zhang, & Vannest, 2016;Embry, 2002;Flower, McKenna, Bunuan, Muething, & Vega Jr, 2014;Foley, Dozier, & Lessor, 2019;Jones, Allan Allday, & Givens, 2019;Joslyn, Donaldson, Austin, & Vollmer, 2019;Tingstrom, Sterling-Turner, & Wilczynski, 2006). Research indicates that it is effective in a variety of circumstances and can be implemented for many people at one time (Skinner, Skinner, Skinner, & Cashwell, 1999).…”

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confidence: 99%

Using the Step it UP! Game to increase physical activity during physical‐education classes

Normand¹,

Burji²

2019

J of App Behav Analysis

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TheStep it UP! Game is an interdependent group reinforcement contingency based on the Good Behavior Game. We evaluated the effects of the Step it UP! Game on the number of steps taken by 3rd-grade students during physical-education (PE) classes at a local public elementary school. We divided the class into 2 teams and awarded a "Step it UP! Champ" badge to the members of the team with the highest mean step totals at the end of each game. We used a reversal design to compare the mean number of steps taken while playing the game and during regular PE classes. Overall, participants took more steps while playing the game than they did during class periods without the game. When given the opportunity to choose playing the Step it UP! Game or having regular PE class during a follow-up session, 16 of 18 participants voted to play the game.

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“…Teachers should let students know who is on each team and when the game will begin and end. It is important to note that the GBG is to be played for portions rather than for full days (Joslyn et al, 2019), as this increases the opportunity for student success.…”

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confidence: 99%

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

et al. 2020

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An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

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The Good Behavior Game: A brief review

Cited by 50 publications

References 20 publications

Stimulus presentation versus stimulus removal in the Good Behavior Game

Stimulus presentation versus stimulus removal in the Good Behavior Game

Using the Step it UP! Game to increase physical activity during physical‐education classes

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

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