DonaldsonVollmerKrousDownsBerard2011-1-1.pdf

AN EVALUATION OF THE GOOD BEHAVIOR GAME INKINDERGARTEN CLASSROOMS

JEANNE M. DONALDSON AND TIMOTHY R. VOLLMER

UNIVERSITY OF FLORIDA

TANGALA KROUS AND SUSAN DOWNS

DAVENPORT, IOWA, SCHOOL DISTRICT

AND

KERRI P. BERARD

UNIVERSITY OF FLORIDA

The good behavior game (GBG) is a classwide group contingency that involves dividing the classinto two teams, creating simple rules, and arranging contingencies for breaking or followingthose rules. Five kindergarten teachers and classrooms participated in this evaluation of theGBG. Disruptive behavior markedly decreased in all five classrooms as a result of theintervention. This study extends the GBG literature by systematically replicating the effects ofthe GBG with the youngest group of students to date.

Key words: group contingencies, classroom management, disruptive behavior

_______________________________________________________________________________

Implementation of individualized behaviorplans in large general education classrooms canbe extremely difficult for teachers, creating aneed for classwide behavior-management strat-egies that are easy for teachers to implement andeffective for most students. One classwidebehavior-management strategy that has beenprimarily implemented and evaluated for firstthrough fifth grade children is the goodbehavior game (GBG). Because of its simplicityand evidence of long-term effects (Kellam et al.,2008; Kellam, Ling, Merisca, Brown, &Ialongo, 1994), the GBG has been termed a‘‘behavioral vaccine’’ (Embry, 2002). The GBGis even recommended by the Surgeon Generalas a Promising Program for prevention of youth

violence (U.S. Department of Health andHuman Services, 2001).

The GBG is an interdependent groupcontingency that involves dividing the classinto teams, creating simple rules, and arrangingcontingencies for breaking or following thoserules. Barrish, Saunders, and Wolf (1969)conducted the first empirical evaluation of theGBG in one fourth-grade classroom. Out-of-seat and talking-out responses were substantiallyreduced as a result of the intervention. Severalstudies have since evaluated the GBG andmodifications of the GBG (see Tingstrom,Sterling-Turner, & Wilczynski, 2006, for areview). Replication of the GBG with studentsyounger than first grade would provide impor-tant information on the generality of theprocedure because kindergarten represents theentry level of schooling for many children.Experience with the GBG may establishhistories of appropriate behavior and rulefollowing when entering school. Presumably,such effects could have longer term implica-tions, and some evidence exists to support that

Address correspondence to Timothy R. Vollmer,Department of Psychology, University of Florida, P.O.Box 112250, Gainesville, Florida 32611 (e-mail: [email protected]).

doi: 10.1901/jaba.2011.44-605

This study was funded by the Davenport CommunitySchool District in Davenport, Iowa. We would like tothank the principals and teachers at the three schools inwhich the study was conducted.

JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2011, 44, 605–609 NUMBER 3 (FALL 2011)

605

notion (Embry, 2002). Thus, the purpose ofthis study was to evaluate the effectiveness of amodification of the GBG on the disruptivebehavior of kindergarten students.

METHOD

Participants and Settings

Five kindergarten teachers at three elementa-ry schools in an Iowa public school districtvolunteered to participate as implementers. Theclasses were general education classrooms with15 to 22 students each, totaling 98 students.Overall, the classrooms were 53% female and69% white, 12% black, 9% Hispanic, 8%biracial, 1% Asian, and 1% American Indian.All sessions occurred in the teachers’ classroomsduring group instruction. During group in-struction, students were expected to sit on acarpet in front of the teacher. Group instructionoccurred at least twice per day in each classroom(typically for reading and math) and varied induration from approximately 10 to 35 min.

Target Responses, Data Collection, andInterobserver Agreement

Target responses and response definitionswere developed by the experimenters in closecollaboration with the teachers. Students wereconsidered to be out of seat if they were notsitting with their legs crossed on their spot onthe carpet and facing forward. Students wereconsidered to be talking out of turn if they madeany vocalization without being called on by theteacher, unless the teacher indicated that allstudents could call out answers. Students wereconsidered to be touching another student if theirhands or feet made contact with anotherstudent.

During baseline and teacher implementationphases, an observer collected data on thefrequency of each of the three target responsesfor all individuals in the class (individualstudent data were not isolated) using acomputer program designed for data collectionin real time. During experimenter implementa-

tion (described below), the observer served asthe implementer and scored behavior by writinghatch marks on a dry-erase board that wasvisible to the students.

A second observer recorded data during 35%of sessions for Teacher 1, 15% for Teachers 2and 3, 20% for Teacher 4, and 11% forTeacher 5. Total agreement scores were calcu-lated by dividing the smaller total score by thelarger total score and multiplying by 100%.Total agreement was used (rather than interval-by-interval methods) because total scores werethe only data collected by one observer duringsessions in which an experimenter was imple-menting the GBG (and having a total of threeadditional adults in the room was viewed as tooobtrusive, too impractical, or both). Mean totalagreement was 84% (range, 60% to 94%), 92%(range, 82% to 97%), 80% (range, 56% to100%), 81% (range, 56% to 95%), and 86%(range, 67% to 98%) for Teachers 1, 2, 3, 4,and 5, respectively. The lower scores wereconsiderably lower than most scores and wereobtained during baseline when extremely highrates of disruptive behavior occurred.

Design and Procedure

A nonconcurrent multiple baseline designacross classrooms was used to evaluate theeffectiveness of the GBG.

Baseline. During baseline, the teacher in-structed the class as usual, and students wereallowed to sit in spots of their choosing. Thestudents were not told what the observer wasrecording and received no feedback from theobserver.

Good behavior game. Each class was dividedinto two teams by the teacher. Teachers wereasked to divide the teams in such a way thatboth teams were equally likely to win. That is,students whose behavior the teachers hadalready identified as problematic were evenlydivided between the two teams. Prior to startingthe game, the students were assigned spots onthe carpet, and an experimenter explained to theclass the rules of the game, how to win, and the

606 JEANNE M. DONALDSON et al.

reward for the winning teams. Immediatelybefore playing the game each session, thechildren were reminded of the rules and thereward for the winners. The rules of the GBGwere to sit with legs crossed, to speak only whencalled on or when the teacher indicated thateveryone could respond, and to keep hands andfeet to oneself. A team won the game by havingfewer points than the other team, or both teamswon if they both met a set criterion selected bythe teacher that was at least an 80% reductionfrom baseline (no more than 15 points forTeacher 1; 10 points for Teachers 2, 4, and 5;and 5 points for Teacher 3). Rewards wereselected by each teacher and included snacks(e.g., cheese crackers, yogurt snacks, fruitsnacks), stickers, small toys, extra recess, andextra free time.

Initially, an experimenter implemented theGBG while the teacher continued the lesson.Eventually, the teacher implemented the gamewhile teaching the lesson (recall that all baselinesessions were conducted by the teacher). Scoreswere posted on a dry-erase board next to theteacher in a location that was visible to allstudents. When a student broke a rule, theteacher stated the rule and which team was inviolation (e.g., ‘‘Team 1 needs to raise a hand totalk’’) and made a hatch mark on the dry-eraseboard. The GBG was played every time the classcame to the carpet for group instruction.Follow-up data were collected in Teacher 3’sclassroom 1 month after the experimenter leftthe classroom.

RESULTS AND DISCUSSION

Figure 1 shows the rate (responses perminute) of disruptive responses for all studentsin each class. During baseline, relatively highand stable levels of disruptive behavior wereobserved in all classrooms (Ms 5 13, 5, 4, 7,and 8 responses per minute for Teachers 1, 2, 3,4, and 5, respectively). Disruptive behaviordecreased in all classrooms following imple-mentation of the GBG (Ms 5 2, 1, 1, 2, and 1

responses per minute for Teachers 1, 2, 3, 4,and 5, respectively). A new student enteredTeacher 2’s classroom and initially refused toplay the GBG the day Teacher 2 beganimplementing the GBG herself. The newstudent gradually began to join the class forgroup instruction and eventually played theGBG successfully. Teacher implementation ofthe GBG was monitored during every session toensure that the rules and rewards were statedand rewards were provided to the winningteams contingent on meeting the criteria forearning the rewards. Treatment integrity datawere collected while the teachers implementedthe GBG and were calculated by comparing theteachers’ total number of hatch marks to thetotal instances of disruptive behavior recordedby an observer. Treatment integrity averaged60% across all five classrooms. Althoughteachers’ implementation integrity was lowerthan what might be hoped, it is important tonote that these levels were enough to maintainthe intervention effects. The students did have ahistory of playing the GBG with an experi-menter before the teachers began playing theGBG, which may have been necessary for theGBG to be so effective when treatment integritydeclined. One area for future research couldinvolve systematically evaluating the effects ofchanges in treatment integrity on the effective-ness of the GBG.

Teachers easily transitioned to playing theGBG in their classrooms while teaching withoutcompromising the effectiveness of the GBG.These results were similar to those producedwith older children (e.g., Barrish et al., 1969;Harris & Sherman, 1973) and provide furtherevidence that the GBG is a simple and effectiveclassroom-management technique. Also, be-cause some of the classrooms participated inthe study for several months, the longer termeffectiveness of the GBG was demonstrated. Infact, after several weeks of exposure to the GBG,Teachers 2, 3, 4, and 5 asked the students tovote on whether they would like to play the

GOOD BEHAVIOR GAME 607

Figure 1. Total rate of disruptive behavior, including out of seat, talking out of turn, and touching, across sessionsfor each classroom. Teacher implementation of the GBG began after the dashed vertical line. Unique features in the datafor Teachers 2 and 3 are indicated by arrows.

608 JEANNE M. DONALDSON et al.

GBG for the rest of the year. Of the students inclassrooms that participated in the socialvalidity assessment (students for Teachers 2, 3,4, and 5), 78% voted to continue playing theGBG for the rest of the year. Some studentseven played the GBG during free time; one ortwo students played as teachers and providedhatch marks for students who were breaking therules. Data collection continued in Teacher 1’sclassroom until the end of the year, so herclassroom was not asked if they wanted tocontinue to play. Teachers 2, 3, 4, and 5 alsoimplemented the GBG for the remainder of theschool year, independent of participation in thisstudy. All teachers continued to play the GBGthe following school year.

The GBG could be conceptualized as a typeof differential reinforcement of low rates ofresponding schedule in which reinforcers aredelivered contingent on the occurrence of fewerthan a particular number of responses within aspecified time period (Dietz & Repp, 1973).However, reinforcer assessments were notconducted to determine whether the rewardsprovided would actually function as reinforcersfor any specific behavior for any or all of thechildren in the classrooms. Also, the GBGincludes several components, making it difficultto determine which of the basic principlesunderlie its effectiveness. Rewards may havefunctioned as reinforcers for appropriate behav-ior, hatch marks may have functioned aspunishers for disruptive behavior, and socialpraise or scolding from teammates could alsohave functioned as reinforcers or punishers.

One limitation that should be addressed infuture research is that data on individuals’responses were not isolated. Data on the changein behavior of each individual student could beimportant, but because there were 15 to 22students in each classroom, collecting data oneach individual student was not feasible.Although the low rates of disruptive behaviorduring the GBG make it likely that all or moststudents who were engaging in disruptive

behavior during baseline responded to theintervention, the extent to which the GBGchanged the behavior of each individual studentis unknown. Another area for future research isto evaluate the effects of the GBG on academicperformance. Because the GBG is typicallyplayed during instructional time, a decrease indisruptive behavior during this time suggeststhat the students should have fewer distractionsfrom the lesson (e.g., the class is quieter so theteacher can be heard). Further support would beprovided for the use of the GBG if academicimprovements were demonstrated as a result.

REFERENCES

Barrish, H. H., Saunders, M. S., & Wolf, M. M. (1969).Good behavior game: Effects of individual contin-gencies for group consequences on disruptive behaviorin a classroom. Journal of Applied Behavior Analysis, 2,119–124.

Dietz, S. M., & Repp, A. C. (1973). Decreasing classroommisbehavior through the use of DRL schedules ofreinforcement. Journal of Applied Behavior Analysis, 6,457–463.

Embry, D. D. (2002). The good behavior game: A bestpractice candidate as a universal behavioral vaccine.Clinical Child and Family Psychology Review, 5,273–297.

Harris, V. W., & Sherman, J. A. (1973). Use and analysisof the ‘‘good behavior game’’ to reduce disruptiveclassroom behavior. Journal of Applied BehaviorAnalysis, 6, 405–417.

Kellam, S. G., Brown, C. H., Poduska, J. M., Ialongo, N.S., Wang, W., Toyinbo, P., et al. (2008). Effects of auniversal classroom behavior management program infirst and second grades on young adult behavioral,psychiatric, and social outcomes. Drug and AlcoholDependence, 95S, S5–S28.

Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., &Ialongo, N. (1994). The effect of the level ofaggression in the first grade classroom on the courseand malleability of aggressive behavior in middleschool. Development and Psychopathology, 10,165–185.

Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski,S. M. (2006). The good behavior game: 1969–2002.Behavior Modification, 30, 225–253.

U.S. Department of Health and Human Services. (2001).Youth violence: A report of the Surgeon General.Rockville, MD: Author.

Received April 27, 2010Final acceptance September 27, 2010Action Editor, Michael Kelley

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<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> /ENU (Settings for the Rampage workflow.) >>>> setdistillerparams<< /HWResolution [2400 2400] /PageSize [612.000 792.000]>> setpagedevice

DonaldsonVollmerKrousDownsBerard2011-1-1.pdf

DonaldsonVollmerKrousDownsBerard2011-1-1.pdf

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