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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.

A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes of students receiving special education services ( N = 650). A linear mixed model analysis of variance (ANCOVA) was conducted with school included as a random effect to examine planned comparisons between conditions. Significant interactions were probed using the Johnson–Neyman technique. For significant and trending results, effect sizes were calculated. Results demonstrated improvement for a number of socioemotional and behavioral variables for students in either intervention, however, the integration of PATHS to PAX appeared to have the most substantial impact for students in special education. Effect sizes ranged from 0.07 to 0.50.

A growing body of research has documented a link between variation in implementation dosage and outcomes associated with preventive interventions. Complier Average Causal Effect (CACE; Jo in J Educ Behav Stat 27:385–409, 2002) analysis allows for estimating program impacts in light of variation in implementation. This study reports intent-to-treat (ITT) and CACE findings from a randomized controlled trial (RCT) testing the impacts of the universal PAX Good Behavior Game (PAX GBG) integrated with Promoting Alternative Thinking Strategies (i.e., PATHS to PAX) and PAX GBG only compared to a control. This study used ratings by 318 K-5 teachers of 1526 at-risk children who, at baseline, were rated as displaying the top 33rd percentile of aggressive-disruptive behavior. Leveraging a prior study on these data (Berg et al. in Admin Policy Ment Health Ment Health Serv Res 44:558–571, https://doi.org/10.1007/s10488-016-0738-1 , 2017), CACE was defined as the effect of intervention assignment for compliers, using two compliance cut points (50th and 75th percentile), on posttest ratings of student academic engagement, social competence, peer relations, emotion regulation, hyperactivity, and aggressive-disruptive behavior. The ITT analyses indicated improvements for students in the integrated condition on ratings of social competence compared to the control condition. The CACE analyses also indicated significant effects of the integrated intervention on social competence, as well as academic engagement and emotion regulation for students in high compliance classrooms. These findings illustrate the importance of considering variation in implementation within the context of RCTs.

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.

A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training benefits. This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartner™ [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depending on the combination of the baseline levels of classroom disruptive behavior and teacher distress; it appears that the program impacts were greatest in the highest risk circumstance (i.e., high teacher stress and elevated challenging student behaviors). For those classrooms, those assigned to intervention evidence improved behavior and student achievement compared to control counterparts by the spring of the training year, relative to the fall baseline (d = 0.18–0.70 depending on outcome). This study is significant in that it highlights effects during a critical window of training and coaching for early career teachers and the need to consider teacher and classroom contextual factors that may moderate professional development efforts.

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. Electronic supplementary material The online version of this article (10.1007/s11121-019-01074-6) contains supplementary material, which is available to authorized users.

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. Resumo O Programa Elos é resultante da adaptação cultural brasileira do Good Behavior Game (GBG), uma estratégia preventiva para a gestão de sala de aula, visando diminuir comportamentos agressivos e disruptivos. O objetivo foi discutir a eficácia do Elos em sua implementação, em 16 escolas públicas de ensino fundamental, em duas cidades brasileiras, em 2016. Delineado como ensaio clínico controlado não randomizado, com 1.731 estudantes, em 80 turmas divididas entre experimental e controle, utilizou-se Generalized Estimating Equation para verificar o efeito do programa. Houve indicações da eficácia do Elos na redução da agressividade em meninos. Esses resultados estão alinhados com outros estudos internacionais do GBG e sugerem que, após um estudo randomizado, o programa estaria pronto para sua disseminação no Brasil.

Various reinforcement strategies have been used to manage classroom behavior, including group contingencies such as the Good Behavior Game (GBG). This study examined whether the Good Behavior Game could be effective in increasing academic engagement and decreasing verbal disruptions in a classroom of kindergarten students who are English Language Learners (ELLs). An ABAB reversal design was used to compare baseline conditions to intervention conditions where the GBG was implemented. Academic engagement was measured using momentary time sampling, and verbal disruptions were measured using partial interval recording. Visual analysis of the data demonstrated a clear functional relation, providing evidence that the GBG intervention successfully increased academic engagement and decreased verbal disruptions. Immediate changes in behavior were observed and remained consistent across conditions. A measure of social validity indicated that the intervention was easy to implement, effective, and beneficial for the students.

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.

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.

The Good Behavior Game (GBG) is a universal prevention program. Its effectiveness in diminishing risky behaviors has been confirmed in several studies. GBG targets children starting their school education with the objective to create a positive school environment for all students and to improve their social functioning. In this article we would like to present: 1) GBG as a classroom behavior management method implemented in several countries across years; 2) the project of GBG adaptation to Polish schools and: 3) experiences of Polish GBG coaches after the first year of program implementation. GBG is based on behavioral theories and the life course/social field theory. It centers on four key elements: class rules, team membership, positive reinforcement (praises, rewards, celebrations) and monitoring of children’s behaviors and GBG data. In Poland, the program is piloted in Warsaw and Kraków. In the article, evaluation data collected in individual interviews with GBG coaches are presented and discussed.

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.

The use of a tiered approach provides a structured format for increasing consistency across educators to address the diversity of student needs within a school. The same logic of providing a tiered...

Typical teacher professional development for Tier 1 behavior support often involves a “sit and get” training approach. Here, teachers are provided with a brief presentation that outlines the strategy to be implemented then dismissed from the training with the encouragement to implement the strategy in their classroom. This approach often does not result in teacher usage of the strategies, such as behavior supports, presented during the training session. A common challenge to teacher usage of behavior support is the match between the critical components of the strategy and the values, skills, and available resources of those who are implementing, or using, the behavioral support. An assessment of these factors does not often occur in the context of universal, or whole class, behavior support in schools. This investigation (a) evaluated the effectiveness of a pre-recorded video virtual training on a participant’s ability to list the action steps to implement the Good Behavior Game (GBG) and a variation of the GBG, the Caught Being Good Game (CBGG), (b) identified teacher perceived barriers or challenges to implementation of the (GBG) and the (CBGG), and (c) identified teacher preference for the GBG or the CBGG and reasons for that preference. Results indicated that seven of the ten participants were able to correctly describe components of the GBG and CBGG. Qualitative analyses of interview transcripts revealed a variety of barriers to implementation of the GBG and the CBGG as well as a variety of actions and supports needed to address the barriers to implementation. Data indicated that 4 of the 10 participants preferred the GBG over the CBGG. Implications for practice and directions for future research are described.

This paper describes the culture and components of the PAX Good Behavior Game and offers it as one model for how to enhance the well-being of populations through the diffusion of nurturing practices into several venues of society. The PAX components, also known as evidence-based kernels, are proposed to be useful in classrooms, families, organizations, criminal justice, and in improving public discussion and government. Kernels affect behavior in the short- and long-term through combinations of antecedents, reinforcers, relational networks, and physiological effects. Identifying common strategies, tools, and clear targets of change is suggested as a way to work towards evolving freely available evidence-based tools that can be combined to improve social conditions in multiple contexts. This work was in part supported by the National Institute on Alcohol Abuse and Alcoholism (NIAAA) (Grant # R01 AA021726). Open Access funding provided by OsloMet - Oslo Metropolitan University.

Master i læring i komplekse systemer Denne oppgaven inneholder to artikler, en deskriptiv litteraturgjennomgang og en empirisk artikkel. Artikkel 1 går igjennom relevant litteratur på Good Behavior Game (GBG) sin effekt på læreratferd, nærmere bestemt om GBG kan bidra til å øke frekvensen av positive og redusere frekvensen av negative kommentarer fra lærer til elev i en klasseromssituasjon. Det ble i et flertall av artiklene som ble gjennomgått i denne artikkelen funnet en økning i positive kommentarer og/eller en nedgang i negative kommentarer. I artikkel 2 blir det gjennomgått relevant litteratur på samme felt, før det fokuseres på den aktuelle studien som har blitt gjort. Denne studien ble gjort i tre åttendeklasser på en ungdomsskole i Norge, med tre forskjellige lærere. Formålet med denne studien var å se om GBG kunne øke frekvensen av lærernes positive kommentarer til elever og redusere frekvensen av lærernes negative kommentarer til elever i en klasseromssituasjon. Resultatene av denne studien viste at positive kommentarer økte i frekvens og at negative kommentarer ble redusert i frekvens i alle tre klasser. Dataene var noe varierende, og det er flere svakheter ved studien som blir diskutert.

The Good Behavior Game is a group contingency classroom behavior management and instructional support approach that rewards positive group, as opposed to individual, behavior. The Game is a commonly used practice that enables teachers to utilize social learning principles within a team-based, game-like context to reduce aggressive/disruptive and off-task behavior and, consequently, increase instructional time. The team-based nature of the Game allows teachers to leverage positive peer pressure in managing student behavior and increasing student participation and engagement in classroom instruction. The Good Behavior Game was originally developed for use in the classroom setting with elementary school-aged students, grades K to 5, but can also be adapted for use in nonclassroom settings (e.g., playground, after-school programs), as well as for middle schoolers. The Game has been the focus of numerous studies with substantial evidence of positive effects on disruptive behavior and academic performance. The purpose of the current chapter is to provide an overview of the implementation of the Game and highlight some factors to consider to optimize its use in elementary school classrooms; however, it is certainly possible to adapt these procedures for use in middle schools and nonclassroom settings. We also briefly highlight some efforts to integrate the Game with other evidence-based programs and summarize some of the research documenting significant short- and long-term effects cross a range of academic, behavioral, and mental health outcomes. We begin by providing a step-by-step process for implementing the Game.

The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer interactions (especially toward students who break the rules). We evaluated disruptive behaviors and social interactions during the GBG in a secondary classroom for students with emotional and behavioral disorders, as well as in a primary classroom for students with mild developmental disabilities. Results indicate that the GBG reduced disruptive behaviors; further, negative peer interactions decreased and positive interactions increased when the game was being played. Social validity results indicate that the majority of students thought the interdependent group contingency was fair.

The authors investigated the implementation of the Good Behavior Game (GBG) on disruptive behaviors of high school special education students. Additionally, the study compared the effect of student...

The Good Behavior Game (GBG) is a popular group contingency implemented to decrease disruptive behavior in classrooms. However, despite numerous replications of the GBG, there are few direct comparisons evaluating the effectiveness of specific components of the GBG. In the present study, we directly compared the type of feedback delivered during the GBG on the effectiveness of the GBG to reduce disruptive behavior in two preschool classrooms. Results showed that delivering vocal feedback (e.g., "raise your hand") alone or in combination with visual feedback (i.e., hatch marks) was superior to no feedback or visual feedback alone during the GBG. These results suggest that different variations of the GBG are not equally effective and that a collection of effective procedural variations from which teachers can choose would be beneficial.

QuestionOppositional defiant and conduct disorders (ODD and CD) start early and persist, incurring high individual and collective costs. To inform policy and practice, we therefore asked: What is the best available research evidence on preventing and treating these disorders?Study selection and analysisWe sought randomised controlled trials (RCTs) evaluating interventions addressing the prevention or treatment of behaviour problems in individuals aged 18 years or younger. Our criteria were tailored to identify higher-quality RCTs that were also relevant to policy and practice. We searched the CINAHL, ERIC, MEDLINE, PsycINFO and Web of Science databases, updating our initial searches in May 2017. Thirty-seven RCTs met inclusion criteria—evaluating 15 prevention programmes, 8 psychosocial treatments and 5 medications. We then conducted narrative synthesis.FindingsFor prevention, 3 notable programmes reduced behavioural diagnoses: Classroom-Centered Intervention; Good Behavior Game; and Fast Track. Five other programmes reduced serious behaviour symptoms such as criminal activity. Prevention benefits were long term, up to 35 years. For psychosocial treatment, Incredible Years reduced behavioural diagnoses. Three other interventions reduced criminal activity. Psychosocial treatment benefits lasted from 1 to 8 years. While 4 medications reduced post-test symptoms, all caused important adverse events.ConclusionsConsiderable RCT evidence favours prevention.Clinical implicationsEffective prevention programmes should therefore be made widely available. Effective psychosocial treatments should also be provided for all children with ODD/CD. But medications should be a last resort given associated adverse events and given only short-term evidence of benefits. Policymakers and practitioners can help children and populations by acting on these findings.

The Good Behavior Game (GBG) is a classroom behavior management procedure that has been shown to be effective in reducing disruptive behavior across many settings and populations (Flower, McKenna, Bunuan, Muething, & Vega, 2014). We investigated the effects of the GBG on student and teacher behavior in two classrooms containing fourth- to eighth-grade students in an alternative school for students with emotional and behavioral disorders. Results indicated the GBG reduced disruption and increased the teacher's use of praise relative to reprimands. Social validity measures, collected from both teachers and students, indicated strong approval of the GBG.

The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first-grade and three kindergarten classes. We also examined teacher preference for teacher-led GBG, student-led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.