Why Is the Good Behavior Game Used for Bad Behavior? Recommendations for Using It for Promoting Good Behavior

Abstract

Although the good behavior game (GBG) has a long empirical record for effectively decreasing inappropriate student behavior, there are fewer studies that have targeted improving appropriate behavior. This article describes why and how the GBG can be used by teachers across grade levels and situations to increase student appropriate behavior and benefit teachers.

Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD

“…The content of this lecture included information and instructions about the CBGG as a positive version of the GBG, and the differences between the CBGG and the GBG. This content was adapted from existing research (Bohan et al, 2021, 2022; Fallon & Kurtz, 2019; Lastrapes, 2016; Maag, 2019; Moore et al, 2022; Poduska & Kurki, 2014; Wright & McCurdy, 2012). The second part occurred in the form of practicing and demonstrating the implementation of the CBGG in the classroom setting.…”

“…Treatment integrity data were collected throughout all intervention sessions using a checklist that included 10 steps for the completion of the CBGG. These steps, presented in Table 2, were adapted from previous studies (Bohan et al, 2021, 2022; Lastrapes, 2016; Maag, 2019; Moore et al, 2022; Poduska & Kurki, 2014; Wright & McCurdy, 2012).…”

“…The literature provides ample evidence for the successful implementation of the GBG in various populations in various settings. At present, some studies have addressed the use of the GBG in children with special educational needs (Dion et al, 2011;Groves & Austin, 2017, 2019Groves et al, 2022;Hegerle et al, 1979;Joslyn et al, 2014;Joslyn, Vollmer, & Kronfli, 2019;Meredith Murphy et al, 2020;Salend et al, 1989;Sy et al, 2016;Theodore et al, 2001). However, to the best of our knowledge, none of these studies have examined the Caught Being Good Game (CBGG) as a positive version of the GBG for children with ADHD in regular classroom setting.…”

Differential Reinforcement of Low Frequency Behavior as an Interdependent Group Contingency for Children Diagnosed with Autism Spectrum Disorder

“…Interdependent group contingencies require multiple members of a group to meet a criterion for the entire group to earn the reinforcer (Litow & Pumroy, 1975). For example, in the Good Behavior Game (GBG), often considered an interdependent group contingency, classroom rules are created, and groups of students work together to follow those rules; it often results in increased appropriate and decreased inappropriate behaviors in classrooms across grade levels (Barrish et al, 1969;Donaldson et al, 2011;Groves et al, 2022;Harris & Sherman, 1973;Maag, 2019;Tanol et al, 2010).…”

Effects of and preference for student‐ and teacher‐implemented good behavior game in early elementary classes

“…The GBG requires relatively low effort to implement (Maag, 2019); however, implementing the game involves several additional steps beyond most standard lessons, which may increase the response effort required. One challenge for teachers can be accurately keeping score while simultaneously teaching a lesson (e.g., Donaldson et al, 2011; Joslyn & Vollmer, 2020; Silva & Wiskow, 2020; Sy et al, 2016).…”