The Effects of the Good Behavior Game With General-Education High School Students

• Published in: School psychology review Vol. 44; no. 2; pp. 191 - 207
• Main Authors: Mitchell, Rachel R., Tingstrom, Daniel H., Dufrene, Brad A., Ford, W. Blake, Sterling, Heather E.
• Format: Journal Article
• Language: English
• Published: Bethesda Taylor & Francis 01.06.2015; National Association of School Psychologists; Taylor & Francis Ltd
• Subjects: Academic Achievement; Analysis; Beginning Teachers; Behavior; Behavior Modification; Behavior Problems; Classroom Environment; Discipline; Early childhood education; Education; Educational Games; Educational psychology; Effect Size; Faculty Development; High School Students; Intervention; Observation; Positive Behavior Supports; Preschool children; Program Effectiveness; Program Implementation; Secondary school students; Secondary School Teachers; Student Behavior; Students; Teachers; Teaching; Teaching Methods; Teamwork
• ISSN: 0279-6015; 2372-966X; 2372-966X
• DOI: 10.17105/spr-14-0063.1

The purpose of the present study was to extend previous research by evaluating the effect of the interdependent group contingency procedure known as the Good Behavior Game (GBG) on decreasing disruptive behaviors with general-education high school students. Although many studies exist that have used the GBG to alter behaviors across ages ranging from preschool to adulthood, few studies exist in which the GBG has been used in general-education high school classrooms. The present study used separate ABAB withdrawal designs in three classrooms, with withdrawal and reimplementation in two of the classrooms. All three classrooms demonstrated large effect sizes with clear and substantial decreases in disruptive behaviors during the intervention phases. Teachers found the intervention acceptable, supporting the use of a modified version of the GBG in high school classrooms. Students found it generally acceptable as well, though with some reservations regarding certain aspects of the procedure.