WWC review of this study

Efficacy of Teacher-Implemented Good Behavior Game Despite Low Treatment Integrity

Joslyn, P. Raymond, Vollmer, Timothy R. (2020). Journal of Applied Behavior Analysis v53 n1 p465-474. . Retrieved from: https://eric.ed.gov/?id=EJ1240426

  • Single Case Design
     examining 
    8
     Students
    , grade
    Not reported

Reviewed: March 2023

Meets WWC standards with reservations

To view more detailed information about the study findings from this review, please see Good Behavior Game Intervention Report (516 KB)



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Other or unknown: 100%

  • Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
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    • a
    • h
    • i
    • b
    • d
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    • c
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    • j
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    Florida
  • Race
    Other or unknown
    100%
  • Ethnicity
    Other or unknown    
    100%
  • Eligible for Free and Reduced Price Lunch
    Free or reduced price lunch (FRPL)    
    82%
    No FRPL    
    18%

Setting

The study took place in one public alternative school in Florida that offered services for children who engage in severe problem behavior.

Study sample

This review focuses on the reversal-withdrawal single case design for one classroom, "Classroom 1." Six to eight students were in the class throughout the study, though the class size fluctuated throughout sessions due to student absences and placement changes. Across the entire school, all students had severe behavioral problems, and 82% of students received free or reduced-price lunch. The study provided no additional student characteristics.

Intervention Group

The Good Behavior Game is a classroom management strategy that promotes students collaborating together to create a positive learning environment. Students are placed into teams and are rewarded for demonstrating appropriate behaviors and not violating classroom rules. In this study, the teacher divided the class into two teams and listed them on a board at the front of the room along with Good Behavior Game rules. Before the game started, the teacher reviewed the rules, which required students to raise their hands and receive permission before talking or leaving their seats. When students broke a rule, the teacher reminded the class of the rule and added a tally mark next to the team’s name. At the end of the session, the team with fewer tally marks won the game; both teams could win if they both met a criterion that was at least an 80% reduction in the average frequency of disruptive behavior observed during baseline sessions. Winning teams earned a choice of snacks such as chips, fruit, crackers, or fruit snacks. Sessions took place one to five times a week for about 30 minutes during usual classroom instruction.

Comparison Group

There is no comparison group in single case designs. In the baseline and withdrawal phases of the single case design, the teacher used standard class rules, which required students to raise their hands to speak or leave their seats. The teacher sporadically reprimanded students when they did not follow rules.

Support for implementation

The researcher provided a training session that lasted for 20 minutes and included a description of Good Behavior Game procedures and instructions, as well as the calculation of point thresholds. The researcher also modeled the Good Behavior Game by showing the teachers what to do when a rule was broken. After each Good Behavior Game session, the researcher provided feedback on the teacher's implementation.

 

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