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High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may alleviate some of the stress that leads to teacher burnout. The purpose of this study was to assess the effects of the Good Behavior Game on self-reported stress levels in teachers. The rate of academically engaged behavior in students was also assessed as a secondary outcome measure. A multiple baseline design was used to evaluate the effects of teacher implementation of the Good Behavior Game within three elementary-level classrooms at a Title I school. Overall, the results indicate that the Good Behavior Game intervention procedures were effective in decreasing teacher stress levels and increasing academically engaged behavior in students. [ABSTRACT FROM AUTHOR]

The effectiveness of universal, school-based interventions in preventing the emergence, maintenance, or escalation of behavioral difficulties in children and adolescents is supported by a growing body of research. Nevertheless, this understanding is somewhat limited to "what works" assessments, leaving aside fundamental questions on relevant underlying mechanisms that make an intervention effective under specific circumstances, for some groups, or even at certain times. Using data from the cluster randomized controlled trial of the Good Behavior Game in England, involving 3,084 children in 77 schools, we showcase the latent adherence growth curve model, a multilevel structural equation modeling approach that takes account simultaneously of intervention compliance, subgroup moderator effects, change over time, and higher-level data structures. This statistical framework allowed a more nuanced view of the effects of the Good Behavior Game on the long-term developmental trajectories of disruptive behavior among male and female students. Our approach enabled us to ascertain the effect of child- and school-level covariates on intervention compliance and change in disruptive behavior over time, as well as the effects of both compliance and noncompliance on outcomes. In doing so, we found evidence of positive effects (reduction of disruptive behavior) on female compliers, but also iatrogenic effects among male noncompliers (increased disruptive behavior). We discuss the implications of our approach and findings for further research and practice. Educational Impact and Implications Statement: Analyzing compliance can be as important as noncompliance to understand why interventions in schools may or may not work. We illustrated how to implement a statistical approach that addresses the challenges of understanding why, how, when, and for whom interventions work, by simultaneously addressing longitudinal outcomes, multilevel structures, and unobserved compliance groups. We found not only that compliance with the Good Behavior Game had a positive effect on female pupils' disruptive behavior, but also that noncompliance had an unintended negative effect on male pupils. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth‐grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group‐arrangement concurrent‐chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback. [ABSTRACT FROM AUTHOR]

The purpose of the present experiments was to systematically replicate Step it UP! Game interventions with adults with disabilities. Participants were divided into two competing teams, and the team with the highest step count participated in a prize drawing. Experiment 1 (N = 9) evaluated the efficacy of an extended version of the Step it UP! Game that included additional and longer sessions. Experiment 2 (N = 8) evaluated the addition of contingent experimenter attention during the Step it UP! Game. Baseline, Step it UP! Game, and Step it UP! Game plus interaction sessions were evaluated in a multielement design. The Step it UP! Game was effective with additional and longer sessions, and all participants took more steps during Step it UP! Game sessions. Adding experimenter interaction to the Step it UP! Game did not increase the efficacy of the intervention. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG), a universal classroom management intervention, has shown clear benefits in promoting the behavioral, social-emotional, and academic development of students. However, the quality with which this intervention is delivered tends to diminish over time, which decreases the likelihood of these positive outcomes. By leveraging the benefits of technology, we built a sophisticated online platform to support teachers' fidelity of the GBG in collaboration with expert consultants and education partners. This paper details initial steps to develop and refine GBG Technology (GBG Tech). Three teacher consultants and two experts in technology-enhanced and classroom management interventions provided ongoing feedback as GBG Tech was initially developed through a rapid prototyping approach by a team of high-tech engineers. Twenty-four teachers participated in focus groups to inform subsequent revisions of the technology, and seven teachers tested the feasibility of GBG Tech in their classrooms for 6 weeks. As anticipated, teachers found GBG Tech to be acceptable, understandable, and feasible to use. Moreover, teachers reached fidelity quickly (M = 2.43 weeks), sustained fidelity for 6 weeks, and delivered the GBG at the recommended dosage. The results of this study informed a full version of GBG Tech that is ready for large-scale testing and a set of design principles intended to guide the development of other technology-delivered interventions aimed at sustaining fidelity in authentic classroom settings. [ABSTRACT FROM AUTHOR]

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• Nurses and nursing students lack previous experience and knowledge in applying EBP. • Imaginative and enjoyable teaching methods were recommended to promote EBP skills. • The GBG is an effective competitive and collaborative approach to promote EBP skills. Recent calls to face the shortage in nursing emphasized the importance of promoting evidence-based practice education. Despite the acknowledged importance, integrating EBP into nursing education presents challenges. The evidence showed that nurses lack previous experience applying EBP. Thus, the goal of this study was to investigate the efficacy of implementing the Good Behavior Game as a pedagogical intervention to enhance evidence-based practice use skills among nursing students. A quasi-experimental pretest and post-test research design was employed at a major public university. The study used a sample of 115 Nursing students enrolled in a nursing research course to achieve the study goal. The results showed that the GBG group significantly improved EBP use skills, outperforming the traditional teaching approach group. Both groups showed significant improvement in their EBP use skills. The GBG group scored higher by 0.6 points out of 5 in post-test scores, indicating a notable enhancement in their abilities compared to the traditional teaching approach group. The competitive and collaborative nature of the GBG teaching approach addresses the challenges associated with traditional teaching methods, offering an effective alternative for promoting EBP skills. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is a classroom management strategy that consistently demonstrates its ability to promote positive behaviors and peer relations among students, with immediate and long‐term benefits. This scoping review aimed to provide an overview of peer‐reviewed research on the GBG specifically focused on students with special educational needs (SEN) in mainstream education settings. Following a systematic search‐and‐selection procedure, 30 studies were included, 26 with an experimental design and 4 with a qualitative/mixed‐methods design. SEN participants were mainly subgroups of students with baseline assessments of emotional‐behavioral difficulties; there was, however, substantial clinical and methodological heterogeneity across studies. Integrative findings from quantitative and qualitative studies indicate that the GBG benefits most students with SEN in mainstream settings, while results for students with severe socio‐behavioral difficulties are ambiguous. We identified a paucity of research on students with neurodevelopmental diagnoses such as attention deficit hyperactivity disorder or autism spectrum disorder, as well as on the perspectives of students and teachers and challenges associated with the GBG for students with severe difficulties. Schools implementing the GBG should be aware that some students may need individual adaptations to participate in the GBG, and teachers may need support to implement these adaptations. Practitioner points: The Good Behavior Game (GBG) can support special educational needs (SEN) children's behavior, improve their peer relations, and strengthen their confidence and self‐esteem.Schools implementing the GBG should be aware that some students with more severe socio‐behavioral difficulties may need additional support to participate or to benefit from the intervention.Teachers may need additional support to monitor and make successful adaptations for students with SEN when the GBG is implemented in mainstream settings. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Early conduct problems and school failure are prominent risk factors for several adverse outcomes in later life. With the potential of reaching many children at early stages of their life, school-based interventions constitute a valuable approach to universal prevention. Good behavior game (GBG) is a promising school-based behavior management program, having shown immediate reductions in conduct problems along with several long-term positive effects. Adapting interventions to new contexts may however affect their effectiveness. The current study aims to evaluate the effectiveness of a Swedish adaption of GBG under pragmatic conditions. The intervention is hypothesized to reduce conduct problems in the classroom (primary outcome). Secondary analyses will investigate changes in conduct problems in common school areas, classroom climate, teacher collective efficacy, on-task behavior, as well as investigating behavioral management practices, implementation, and barriers to implementation. Methods: This is a cluster-randomized trial with two parallel groups. Schools will be randomized (1,1, stratified by their areas sociodemographic index score) to be provided training in GBG or perform business-as-usual. The intervention and data collection lasts for a school year. Data will be collected at three time points: at baseline in the beginning of the school year (prior to training in GBG), after three months, and after nine months (at the end of the school year; primary endpoint). Data consists of teacher-rated measures of conduct problems, classroom climate, teacher collective efficacy, behavior management practices, and implementation factors, along with demographic factors. In addition, data will be collected by independent and blinded observers using corresponding measures in a subset of randomly chosen classrooms. Procedural fidelity will be rated and collected by GBG-trainers during nine observations throughout the school year. Statistical analysis will include frequentist intention-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model using weakly informative priors. The study has currently completed data collection. Discussion: This study will provide knowledge in universal prevention and schoolbased interventions with high reach, as well as specific knowledge concerning the effectiveness of an adapted version of GBG under real-world conditions, along with factors affecting its implementation and effects. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives of the research: The main aim of the research was to verify the quality of the implementation of the “Good Behavior Game” (GBG) program in Polish schools and to determine its effects on students and teachers during the COVID-19 pandemic. Research methods: The methodology of the research was based on qualitative and quantitative data analysis. The data was retrieved from teachers’ and coaches’ assessments and the results of playing the GBG in 19 elementary schools in Krakow, Poland during four months of the COVID-19 pandemic. A short description of the context of the issue: The Good Behavior Game is an American universal prevention program that can limit the risky behavior of adolescents and young adults and can help children starting their education to play the role of a student. For teachers, it is additionally an effective tool for classroom management. It is based on four basic pillars: class rules, teamwork, positive reinforcement, and observing students’ behavior. Research findings: The results show the obstacles and difficulties involved in implementing the GBG under COVID-19 restrictions. The findings show how the actions of teachers and coaches translated into an observable reduction in pupils’ disruptive behavior. Conclusions and/or recommendations: The analysis revealed a gradual increase in the quality of program implementation in all areas of evaluation. In terms of the program’s effect on the pupils, the findings showed that over time they gradually successfully internalized the rules and were behaving in line with expectations. Using the GBG in the context of online education caused by the restrictions of the COVID-19 pandemic posed a challenge to teachers: they had to change teaching methods, prepare new educational resources, and modify GBG procedures. The context of the pandemic can also be seen as an added value in the education process. Better digital competences and an innovative attitude toward the education process were observed among both teachers and students.

BackgroundEarly conduct problems and school failure are prominent risk factors for several adverse outcomes in later life. With the potential of reaching many children at early stages of their life, school-based interventions constitute a valuable approach to universal prevention. Good behavior game (GBG) is a promising school-based behavior management program, having shown immediate reductions in conduct problems along with several long-term positive effects. Adapting interventions to new contexts may however affect their effectiveness. The current study aims to evaluate the effectiveness of a Swedish adaption of GBG under pragmatic conditions. The intervention is hypothesized to reduce conduct problems in the classroom (primary outcome). Secondary analyses will investigate changes in conduct problems in common school areas, classroom climate, teacher collective efficacy, on-task behavior, as well as investigating behavioral management practices, implementation, and barriers to implementation.MethodsThis is a cluster-randomized trial with two parallel groups. Schools will be randomized (1,1, stratified by their areas sociodemographic index score) to be provided training in GBG or perform business-as-usual. The intervention and data collection lasts for a school year. Data will be collected at three time points: at baseline in the beginning of the school year (prior to training in GBG), after three months, and after nine months (at the end of the school year; primary endpoint). Data consists of teacher-rated measures of conduct problems, classroom climate, teacher collective efficacy, behavior management practices, and implementation factors, along with demographic factors. In addition, data will be collected by independent and blinded observers using corresponding measures in a subset of randomly chosen classrooms. Procedural fidelity will be rated and collected by GBG-trainers during nine observations throughout the school year. Statistical analysis will include frequentist intention-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model using weakly informative priors. The study has currently completed data collection.DiscussionThis study will provide knowledge in universal prevention and school-based interventions with high reach, as well as specific knowledge concerning the effectiveness of an adapted version of GBG under real-world conditions, along with factors affecting its implementation and effects.Clinical trial registrationClinicalTrials.gov, identifier NCT05794893.

Objectives of the research: The main aim of the research was to verify the quality of the implementation of the "Good Behavior Game" (GBG) program in Polish schools and to determine its effects on students and teachers during the COVID-19 pandemic. Research methods: The methodology of the research was based on qualitative and quantitative data analysis. The data was retrieved from teachers' and coaches' assessments and the results of playing the GBG in 19 elementary schools in Krakow, Poland during four months of the COVID-19 pandemic. A short description of the context of the issue: The Good Behavior Game is an American universal prevention program that can limit the risky behavior of adolescents and young adults and can help children starting their education to play the role of a student. For teachers, it is additionally an effective tool for classroom management. It is based on four basic pillars: class rules, teamwork, positive reinforcement, and observing students' behavior. Research findings: The results show the obstacles and difficulties involved in implementing the GBG under COVID-19 restrictions. The findings show how the actions of teachers and coaches translated into an observable reduction in pupils' disruptive behavior. Conclusions and/or recommendations: The analysis revealed a gradual increase in the quality of program implementation in all areas of evaluation. In terms of the program's effect on the pupils, the findings showed that over time they gradually successfully internalized the rules and were behaving in line with expectations. Using the GBG in the context of online education caused by the restrictions of the COVID-19 pandemic posed a challenge to teachers: they had to change teaching methods, prepare new educational resources, and modify GBG procedures. The context of the pandemic can also be seen as an added value in the education process. Better digital competences and an innovative attitude toward the education process were observed among both teachers and students. [ABSTRACT FROM AUTHOR]

Copyright of Elementary Education in Theory & Practice is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Effective classroom management is critical to creating a classroom environment in which social, emotional, and academic learning can take place. The present study investigated the association between early career, early elementary teachers' occupational health (job stress, burnout, and perceived teaching ability) and perceptions of program feasibility in relation to their implementation dosage and quality of two evidence-based classroom management programs implemented together: the PAX Good Behavior Game (GBG) and MyTeachingPartner (MTP) intervention. Methods: Teachers provided information on their occupational health at the start of the school year and were then randomized to the PAX GBG + MTP condition or control condition. Teachers' perceptions of the feasibility of the program, implementation dosage, and implementation quality of the intervention were measured at the end of the school year for the 94 intervention teachers. Results: Teachers participated in more MTP coaching cycles when they reported that the combined PAX GBG + MTP program was feasible. Although there were no main effects of occupational health on implementation, the associations between job stress and implementation quality were moderated by perceptions of feasibility. Discussion: Findings highlight the complexity of factors influencing the implementation of evidence-based programs in school settings. [ABSTRACT FROM AUTHOR]

Engaging in regular physical activity has been shown to decrease the risk of health conditions such as diabetes, heart disease, and high blood pressure. Several studies have shown that physical activity is lower among individuals with neuro‐atypical developmental and intellectual disabilities as compared to neurotypical individuals. The current study evaluated the effects of the Step it UP! Game on the mean number of steps taken per minute with adults with disabilities. Participants were divided into 2 competing teams, and the team with the highest step count at the end of each session participated in a prize drawing. The Step it UP! Game was compared to baseline conditions using a multielement design. Mean step count increased from 24.35 steps per minute during baseline to 54.76 steps per minute during the intervention. All 10 participants took more steps during the Step it UP! Game. [ABSTRACT FROM AUTHOR]

IntroductionEffective classroom management is critical to creating a classroom environment in which social, emotional, and academic learning can take place. The present study investigated the association between early career, early elementary teachers’ occupational health (job stress, burnout, and perceived teaching ability) and perceptions of program feasibility in relation to their implementation dosage and quality of two evidence-based classroom management programs implemented together: the PAX Good Behavior Game (GBG) and MyTeachingPartner (MTP) intervention.MethodsTeachers provided information on their occupational health at the start of the school year and were then randomized to the PAX GBG + MTP condition or control condition. Teachers’ perceptions of the feasibility of the program, implementation dosage, and implementation quality of the intervention were measured at the end of the school year for the 94 intervention teachers.ResultsTeachers participated in more MTP coaching cycles when they reported that the combined PAX GBG + MTP program was feasible. Although there were no main effects of occupational health on implementation, the associations between job stress and implementation quality were moderated by perceptions of feasibility.DiscussionFindings highlight the complexity of factors influencing the implementation of evidence-based programs in school settings.

Abstract The Elos Program resulted from a Brazilian cultural adaptation of the Good Behavior Game, a preventive strategy for classroom management to reduce aggressive and disruptive behaviors. The goal is to discuss the Elos Program’s efficacy during its implementation in 16 elementary Brazilian public schools in two cities in 2016. The design was a non-randomized controlled trial with 80 classes in each group, experimental and control, involving 1,731 students. The study used the Generalized Estimating Equation model to verify the program's effect. Elos seemed to be effective in reducing aggressiveness and disruptive behavior in boys. These results are aligned with others GBG international studies and suggest that, after a randomized trial, the program would be ready to be disseminated in Brazil.

Three generations of developmental epidemiologically based randomized field trials of the Good Behavior Game (GBG) have been delivered to Baltimore elementary schools. With the collaboration of family and community partners, all three trials were directed at decreasing proximal targets of aggressive behavior and improving learning in first-grade classrooms with distal mental health and substance abuse outcomes. GBG is a group-contingent classroom behavior management strategy that promotes classmate/peer concern for each child's positive behavior by rewarding teams with below-criterion levels of aggressive, disruptive behavior. GBG targets early risk factors for the above distal outcomes: aggressive, disruptive behavior, family/school relationships, and school failure. Here, we report on the third-generation randomized prevention trial of the GBG (whole-day first grade program (WD)), including 12 elementary schools. WD enhanced the standard curriculum in the areas of classroom behavior management; academic instruction, particularly reading; and family–classroom partnerships. Using a within-school classroom randomized trial design, we: 1) evaluate the effectiveness of the WD program by sex and cohort and 2) measure variation in WD impact by the quality of teachers' behavior management practices. Data from 961 first graders were used in general growth mixture modeling that accounts for classroom randomization to identify distinct developmental trajectories of aggressive, disruptive behavior and GBG impact on these trajectories. In the chronic high aggression trajectory of males, ratings of aggression after WD implementation and to the end of third grade were significantly lower in the WD condition than in controls in classrooms with a higher WD dosage (Cohort 2) and especially in classrooms with higher quality of WD implementation. For females, we found a modest but significant benefit of GBG in the low trajectory class when cohorts were combined. Regarding policy implications, embedding GBG into the curricula in teacher's colleges could better support student learning and behavior. Clinical Trials Registration number: NCT00257088. [ABSTRACT FROM AUTHOR]

The current study examined the impact of the Good Behavior Game (GBG) on the academic engagement (AE) and disruptive behavior (DB) of at-risk students’ in a German inclusive primary school sample using behavioral progress monitoring. A multiple baseline design across participants was employed to evaluate the effects of the GBG on 35 primary school students in seven classrooms from grade 1 to 3 (Mage = 8.01 years, SDage = 0.81 years). The implementation of the GBG was randomly staggered by 2 weeks across classrooms. Teacher-completed Direct Behavior Rating (DBR) was applied to measure AE and DB. We used piecewise regression and a multilevel extension to estimate the individual case-specific treatment effects as well as the generalized effects across cases. Piecewise regressions for each case showed significant immediate treatment effects for the majority of participants (82.86%) for one or both outcome measures. The multilevel approach revealed that the GBG improved at-risk students’ classroom behaviors generally with a significant immediate treatment effect across cases (for AE, B = 0.74, p < 0.001; for DB, B = –1.29, p < 0.001). The moderation between intervention effectiveness and teacher ratings of students’ risks for externalizing psychosocial problems was significant for DB (B = –0.07, p = 0.047) but not for AE. Findings are consistent with previous studies indicating that the GBG is an appropriate classroom-based intervention for at-risk students and expand the literature regarding differential effects for affected students. In addition, the study supports the relevance of behavioral progress monitoring and data-based decision-making in inclusive schools in order to evaluate the effectiveness of the GBG and, if necessary, to modify the intervention for individual students or the whole group.

The good behavior game (GBG) is a classroom management intervention that employs a group contingency to support appropriate behavior and reduce classroom disruptions. To date, the majority of GBG research has included participants of typical development in mainstream education classrooms or alternative schools. The current study evaluated the GBG across two classrooms in a special education school in Wales. Children included those with both intellectual and physical disabilities. Although some adaptations were made to accommodate individual student needs, those adjustments were minimal and required little additional effort from teachers. Results were evaluated using a single‐case withdrawal design and indicated that the GBG was effective at reducing disruptive and off‐task behavior in both classrooms. [ABSTRACT FROM AUTHOR]

The Elos Program resulted from a Brazilian cultural adaptation of the Good Behavior Game, a preventive strategy for classroom management to reduce aggressive and disruptive behaviors. The goal is to discuss the Elos Program's efficacy during its implementation in 16 elementary Brazilian public schools in two cities in 2016. The design was a nonrandomized controlled trial with 80 classes in each group, experimental and control, involving 1,731 students. The study used the Generalized Estimating Equation model to verify the program's effect. Elos seemed to be effective in reducing aggressiveness and disruptive behavior in boys. These results are aligned with others GBG international studies and suggest that, after a randomized trial, the program would be ready to be disseminated in Brazil. [ABSTRACT FROM AUTHOR]

We implemented a rapid protocol to train teachers in a school for detained juvenile offenders to implement the Good Behavior Game, an empirically supported group contingency procedure, in their classrooms. Data were collected on both teacher (i.e., two measures of treatment integrity) and student behavior (i.e., disruptive behavior). Results indicated clear treatment effects in three of five classrooms and low levels of disruption but unclear effects in the other two. Most students and teachers preferred the intervention and found it effective. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) and a common variation referred to as the Caught Being Good Game (CBGG) are two well-established group contingency classroom management procedures. However, there have been few comparison studies of the two procedures, and none have been conducted with students older than kindergarten or those who engage in severe classroom disruption. Given the popularity of the GBG, its variations in the literature, and the likelihood for differences in contextual fit, more comparison studies are needed. In addition, education researchers frequently rely on topographical measures of on-task behavior that do not provide information on student work completion or accuracy. In the current study, the GBG and CBGG were implemented in a classroom of at-risk middle-school students who met criteria for emotional and behavioral disorders (EBD) and engaged in severe classroom disruption and infrequent on-task behavior. Data were collected on disruption, on-task behavior, work completion, and work accuracy for three target students. Both the GBG and CBGG substantially reduced disruption and increased on-task behavior. The GBG produced greater reductions in disruption for all students and the CBGG produced greater increases in on task for two students and work completion for all students. However, these differential effects were modest and neither intervention affected student work accuracy. A correlation analysis indicated moderate positive correlations between on task and work completion, and weak to moderate negative correlations between disruption and on-task behavior. The classroom teacher indicated preference for the GBG over the CBGG and student preferences were mixed. [ABSTRACT FROM AUTHOR]

Training and consultation are core implementation strategies used to support the adoption and delivery of evidence-based prevention programs (EBPPs), but are often insufficient alone to effect teacher behavior change. Motivational interviewing (MI) and related behavior change techniques (e.g., strategic education, social influence, implementation planning) delivered in a group format offer promising supplements to training and consultation to improve EBPP implementation. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a theoretically informed, motivational implementation strategy delivered in a group format prior to and immediately after EBPP training. The purpose of this study was to examine the proximal effects of BASIS-T on hypothesized mechanisms of behavior change (e.g., attitudes, subjective norms, intentions to implement) in the context of teachers receiving training and consultation to implement the Good Behavior Game. As part of a pilot trial, 83 elementary school teachers from 9 public elementary schools were randomly assigned (at the school-level to reduce contamination across participants) to a BASIS-T (n = 44) or active comparison control (n = 39) condition, with both conditions receiving Good Behavior Game (GBG) training and consultation. A series of mixed effects models revealed meaningful effects favoring BASIS-T on a number of hypothesized mechanisms of behavior change leading to increased motivation to implement GBG. The implications, limitations, and directions for future research on the use of MI with groups of individuals and other behavior change techniques to increase the yield of training and consultation are discussed. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is widely recognized as an evidence-based intervention that reinforces prosocial behaviors and discourages disruptive behaviors among students in the classroom setting. The current meta-analysis synthesized randomized controlled trials of the GBG to examine its impact on proximal student outcomes across seven studies representing 4,700 children. Although recent reviews focusing on single-case studies of the GBG have reported moderate to large treatment effects, our results were quite modest in comparison (hedges' g = 0.09-0.32). Treatment effect sizes also varied according to outcome and sex. The GBG significantly outperformed the comparison conditions for peer-rated conduct problems and shy/withdrawn behavior as well as teacher-rated conduct problems for which a greater effect was found for girls relative to boys. Moreover, the treatment effect in favor of the GBG for reading comprehension was specific to boys and not girls. No significant differences were found between the GBG and comparison conditions for inattention and teacher-rated shy/withdrawn behavior. These results suggest that the GBG may not be as impactful as originally reported and the intended population and treatment targets should be considered before its implementation in the classroom. [ABSTRACT FROM AUTHOR]

Disruptive classroom behavior produces a host of problems for students and teachers. The Good Behavior Game (GBG) is an effective procedure to reduce disruptive behavior. In this study, experimenters conducted the GBG in two preschool classes and demonstrated its effectiveness using a reversal design. Subsequently, experimenters systematically removed components of the GBG in a multiple baseline across classes design. Several features of the GBG were successfully removed without a return of disruptive behavior. Vocal feedback could not be removed in either class without disruptive behavior increasing. These data demonstrate one potential way to reduce teacher effort while maintaining the effects of the GBG. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) has been implemented in numerous classrooms to decrease problem behavior. Despite the vast amount of literature, the effects of the inclusion of technology on disruptive behavior and student preference with students with autism have not been studied extensively. In this study, we compared the efficacy of the traditional GBG with technology‐enhanced GBG variations (ClassDoJo and ClassBadges) using a multielement design embedded within a reversal design with six male high school students diagnosed with autism. Results showed that all three GBG variations were similarly effective in decreasing disruptive behaviors. We then assessed individual preference for the GBG variations using a group‐oriented concurrent‐chains arrangement. All students demonstrated repeated preference for one GBG variation. These findings support the inclusion of technology‐enhanced GBG variations in special education classrooms with students with autism. Additionally, these results provide further evidence of the utility and applicability of the group‐oriented concurrent‐chains procedure. [ABSTRACT FROM AUTHOR]

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 GBG‐stimulus 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. [ABSTRACT FROM AUTHOR]

A recent intervention, the Step it UP! game (Galbraith & Normand, 2017), consists of an interdependent group contingency to increase student physical activity. In addition, previous research demonstrated that adult interaction may reinforce physical activity (Larson et al., 2014). We extended research on the Step it UP! game by comparing the effects of no game, Step it UP! game, and Step it UP! game plus adult interaction on the number of steps taken by participants in a third‐grade classroom during recess. Overall, 19 of the 25 participants took more steps during the Step it UP! game plus adult interaction compared to the Step it UP! game and no‐game recesses. Furthermore, 20 participants preferred the Step it UP! game plus adult interaction. Results suggest that adult interaction can enhance the effects of the Step it UP! game to increase physical activity. [ABSTRACT FROM AUTHOR]

An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases. [ABSTRACT FROM AUTHOR]

Research indicates that students with emotional and behavioral disorders (EBD) may engage in severe disruptions and off-task behaviors in the classroom setting that adversely impact the learning environment. This leads to many students identified as having EBD being placed in alternative education settings, such as restrictive schools or residential facilities. Due to placement in more restrictive environments and high rates of disciplinary actions, it is especially critical to decrease disruptive behaviors for students diagnosed with EBD. In addition, classroom teachers report disruptive behaviors and conduct problems as a major barrier to teaching their students. An ABC multiple baseline across classes design was used in an alternative school setting to evaluate the effects of explicit social skills training combined with a group contingency on class-wide levels of engagement and disruptive behavior. Participants were students in the first through sixth grade diagnosed with EBD. Through the class-wide intervention, social skills acquisition deficits were targeted through social skills instruction and social skills performance deficits were targeted through reinforcement programs. Results showed an increase in engagement and a decrease in disruptive behavior across all classrooms as a result of the intervention package. [ABSTRACT FROM AUTHOR]

The Step 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. [ABSTRACT FROM AUTHOR]

This study aimed to examine the impact of a universal, school-based intervention, the Good Behavior Game (GBG), on children's behavior, and to explore any subgroup moderator effects among children at varying levels of cumulative risk (CR) exposure. A 2-year cluster-randomized controlled trial was conducted comprising 77 primary schools in England. Teachers in intervention schools delivered the GBG, whereas their counterparts in control schools continued their usual provision. Behavior (specifically disruptive behavior, concentration problems, and pro-social behavior) was assessed via the checklist version of the Teacher Observation of Classroom Adaptation. A CR index was calculated by summing the number of risk factors to which each child was exposed. Multilevel models indicated that no main or subgroup effects were evident. These findings were largely insensitive to the modeling of CR although a small intervention effect on disruptive behavior was found when the curvilinear trend was used. Further sensitivity analyses revealed no apparent influence of the level of program differentiation. In sum, our findings indicate that the GBG does not improve behavior when implemented in this sample of English schools. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is a well-established intervention for decreasing problem behaviors in the classroom. Although the GBG has a long history of both empirical support and real-world implementation, the specific types of supports teachers find useful in implementing evidence-based interventions is an area that has received increasing research attention. To help administrators, coaches, and other stakeholders devote resources with an eye toward effective implementation, this column describes training, coaching, and data collection to support the implementation of the GBG. [ABSTRACT FROM AUTHOR]

This mixed‐methods study examines two moderators of the impact of the Good Behavior Game—implementation variability, participant risk status, and the interaction between them—as predictors of behavioral and academic outcomes. Quantitative data from 38 primary schools were utilized, with outcome data collected at baseline and 2‐year follow‐up. Behavior (disruptive behavior, prosocial behavior, and concentration problems) was assessed via the Teacher Observation of Classroom Adaptation Checklist. Reading attainment was assessed via national teacher assessment scores, and the Hodder Group Reading Test. Implementation fidelity/quality data were collected via independent observations. Participant risk status was modeled using a cumulative risk index. Multilevel modeling revealed that higher levels of fidelity/quality were associated with improved overall reading scores (d = 0.203–225), but worsening disruptive behavior among high‐risk students (d = 0.560). Thematic analysis of qualitative interview data collected from 20 teachers identified six groups of at‐risk students who were perceived to experience differential effects, and five key mechanisms underpinning these. [ABSTRACT FROM AUTHOR]

To examine the efficacy of the Good Behavior Game (GBG) in improving children's reading attainment, and the extent to which this varies as a function of cumulative intervention intensity (dosage) and timing of outcome measurement. A 2-year cluster-randomized controlled trial was conducted. Seventy-seven primary schools from three regions in England were randomly assigned to intervention and control groups. Children (N = 3084) aged 67 at baseline were the target cohort. The GBG is an interdependent group-contingency behavior management strategy used by teachers in elementary schools. Reading attainment was assessed via national teacher assessment scores at baseline, and the Hodder Group Reading Test at post-test and 1-year post-intervention follow-up. Dosage was assessed using a bespoke online GBG scoreboard system. Multi-level intent-to-treat (ITT) and complier average causal effect (CACE) estimation were utilized. At post-test, no effects of the GBG on children's reading attainment were found in either the ITT or CACE models. At 1-year follow-up, results remained null in the ITT model, but a significant intervention effect was found among moderate compliers (Δ = 0.10) in the CACE model. The GBG can produce measurable improvements in children's academic attainment, but these effects may take time to become apparent and are contingent upon implementation dosage falling within an optimal range. The project was supported by funding from the Education Endowment Foundation and the National Institute for Health Research. ISRCTN: 64152096. [ABSTRACT FROM AUTHOR]

The PAX Good Behavior Game (PAX GBG) is a behavior management strategy that has demonstrated positive effects on children's behavior and well-being in trials conducted mainly in the USA. This study assessed the impact of the PAX GBG on students' mental health and behavior 7 and 19 months post-baseline in Estonia. This matched-pair, cluster-randomized, waitlist-controlled, open-label trial included 42 Estonian elementary schools with 708 first-grade students. The primary outcome was children's overall mental health rated by teachers, while secondary objectives were to examine whether the effects of the intervention extended to the home context. Teachers also rated their self-efficacy and overall classroom behavior. Intervention adherence and children's exposure to the intervention were also measured. Modified intention to treat analysis involved 696 students on first post-baseline and 647 on second post-baseline. Intervention had positive effects on children's mental health at the end of the first academic year, which lasted and strengthened during the second academic year. Moderation analysis demonstrated positive effects on mental health and prosocial behavior for high-risk students during the first year. A few positive effects extended to the home environment during the second academic year. Implementation fidelity was satisfactory. The intervention also had a positive lasting effect on teacher's self-efficacy and overall classroom behavior. This study shows the positive effects of the PAX GBG in Estonian schools and supports broader implementation of the intervention in Estonian elementary schools. TRIAL REGISTRATION: ClinicalTrials.gov No. NCT02865603. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is a well‐documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In the current study, 3 teachers were trained to implement the GBG in a restrictive setting for students with histories of emotional and behavioral disorders and delinquency. The teachers used the GBG to produce substantial reductions in problem behavior despite low treatment integrity. Clinical implications and future directions for research are discussed. [ABSTRACT FROM AUTHOR]