Good Behavior Game: History and Modern Trends

477

Abstract

The Good Behavior Game is a behavioral procedure aimed to change the behavior of all members of the student group through an interdependent group contingency. Since the middle of 60s years of XX century the Game is used in primary school and preschool groups, as well as in the secondary and high school, in different cultural contexts and in the context of inclusive education also. In presented paper the following points are reflected: the history of the development of the procedure, typical options for conducting, possible categories of participants, types of the aimed behavior, studies of the effectiveness of the Game usage and the factors influencing it. The paper includes step-by-step description of the one of the possible ways of conducting the procedure. Special attention is paid to the issue of using the Game in groups, which include students with autism. The existing precedents are analyzed. The theoretical perspectives for conducting the Game in such conditions are discussed including methodological base and the match between the procedure and cognitive features, which are often found in people with ASD.

General Information

Keywords: applied behavioral analysis, group work, interdependent group contingency, Good Behavior Game, autism spectrum disorders

Journal rubric: Education & Intervention Methods

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2021710205

For citation: Statnikov A.I. Good Behavior Game: History and Modern Trends. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2021. Vol. 19, no. 2, pp. 40–51. DOI: 10.17759/autdd.2021710205. (In Russ., аbstr. in Engl.)

References

  1. Veprintseva A.V., Statnikov A.I. Opyt vedeniya sotsial’noi gruppy dlya podrostkov i molodykh lyudei s rasstroistvami autisticheskogo spektra [Experience of administrating a social group for teenagers and young adults with autism spectrum disorders]. In Prikladnoi analiz povedeniya: teoriya i praktika: Razvitie navykov rechi i obshcheniya u detei s RAS: 19— 20 sentyabrya 2015 goda, g. Moskva: Sbornik materialov konferentsii [Applied behavior analysis: Theory and practice: Developing speech and communication skills in children with ASD: 19—20 September 2015, Moscow: Conference proceedings]. Moscow: Publ. Assotsiatsiya spetsialistov Prikladnogo Analiza Povedeniya, 2015. Pp. 5—17.
  2. Grigorenko E.L. Rasstroistva autisticheskogo spektra: Vvodnyi kurs. Uchebnoe posobie dlya studentov [Autism spectrum disorders: Introductory course]. Moscow: Publ. Praktika, 2018. 280 p. ISBN 978-5-89816-163-7.
  3. Ivanova M.M., Borodina L.G. Osobennosti myshleniya u detei s autizmom bez umstvennoi otstalosti [Cognitive Features in Autistic Children without Intellectual Disability]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2020, vol. 18, no. 1, pp. 38—50. DOI:10.17759/autdd.2020180105
  4. Karimulina E.G., Khlyustova N.G. Napravlennost’ vnimaniya u detei s RAS [Focus of Attention in Children  with  ASD]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2020, vol. 18, no. 4, pp. 33—42. DOI:10.17759/autdd.2020180404
  5. Cooper J.O., Heron T.E., Heward W.L. Prikladnoi analiz povedeniya [Applied Behavior Analysis]. Moscow: Publ. Praktika, 2016. 864 p. ISBN 978-5-89816-157-6.
  6. Mamokhina U.A. Osobennosti rechi pri rasstroistvakh autisticheskogo spektra [Speech features in autism spectrum disorders]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2017, vol. 15, no. 3, pp. 24—33. DOI:10.17759/autdd.2017150304
  7. Mesnyankina K.K., Sarelainen A.I., Anishchenko S.I., Kalinin K.B. Svyaz’ kompleksa psikhicheskikh funktsii s formirovaniem navyka raspoznavaniya emotsii u detei s rasstroistvami autisticheskogo spektra [The Correlation Between the Set of Mental Functions and Emotion Recognition Skills Formation in Children with Autism Spectrum Disorder]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2020, vol. 18, no. 4, pp. 13—22. DOI:10.17759/ autdd.2020180402
  8. Morozov S.A., Morozova T.I. K voprosu o prirode nekotorykh osobennostei sensorno-pertseptivnoi sfery pri rasstroistvakh autisticheskogo spektra [On the Nature of Some Features of Sensory and Perceptual Spheres in Autism Spectrum Disorders]. Autizm i narusheniya razvitiya [Autism and Developmental Disorders (Russia)], 2020, vol. 18, no. 4, pp. 66—73. DOI:10.17759/autdd.2020180408
  9. Njiokiktjien Ch. Detskaya povedencheskaya nevrologiya: v 2 t.: T. 2 [(Behavioral neurology in children: in 2 vol.: Vol. 2.) Symptoms and syndromes in neuropsychiatry]. Moscow: Publ. Terevinf, 2018. 336 p. ISBN 978-5-4212-0484-8.
  10. Statnikov A.I. Sensornoe vospriyatie i vospriyatie informatsii lyud’mi s osobennostyami intellektual’nogo razvitiya i RAS [Sensory perception and perceiving information in people with intellectual disabilities and ASD]. Muzei oshchushchenii: posetiteli s osobennostyami intellektual’nogo razvitiya. Opyt Muzeya sovremennogo iskusstva “Garazh” [Museum of senses: Visitors with intellectual disabilities. Experience from the Garage Museum of Contemporary Art]. Moscow: Publ. Garage Museum of Contemporary Art, 2018. Pp. 34—49. ISBN 978-5-9909718-0-6.
  11. Barrish H.H., Saunders M., Wolf M.M. Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 1969, vol. 2, no. 2, pp. 119—124. DOI:10.1901/ jaba.1969.2-119
  12. Breeman L.D., van Lier P.A.C., Wubbels T. et al. Effects of the Good Behavior Game on the Behavioral, Emotional, and Social Problems of Children With Psychiatric Disorders in Special Education Settings. Journal of Positive Behavior Interventions, 2016, vol. 18, no. 3, pp.156—167. DOI:10.1177/1098300715593466
  13. Cheatham J.M., Ozga J.E., St. Peter C.C. et al. Increasing Class Participation in College Classrooms with the Good Behavior Game. Journal of Behavioral Education, 2017, vol. 26, no. 3, pp. 277—292. DOI:10.1007/s10864-017-9266-7
  14. Dolan L.J., Kellam S.J., Brown H. et al. The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 1993, vol. 14, no. 3, pp. 317—345. DOI:10.1016/0193-3973(93)90013-L
  15. Donaldson J.M., Wiskow K.M., Soto P.L. Immediate and distal effects of the good behavior game. Journal of Applied Behavior Analysis, 2015, vol. 48, no. 3, pp. 685—689. DOI:10.1002/jaba.229
  16. Donaldson J., Fisher A., Kahng S. Effects of the Good Behavior Game on individual student behavior. Behavior Analysis: Research and Practice, 2017, vol. 17, no. 3, pp. 207—216. DOI:10.1037/bar0000016
  17. Fishbein J.E., Wasik B.H. Effect of the Good Behavior Game on Disruptive Library Behavior. Journal of Applied Behavior Analysis, 1981, vol. 14, no. 1, pp. 89—93. DOI:10.1901/jaba.1981.14-89
  18. Flower A., McKenna J., Muething C.S. et al. Effects of the Good Behavior Game on Challenging Behaviors in School Settings. Review of Educational Research, 2014, vol. 84, no. 4, pp. 546—571. DOI:10.1177/0145445513507574
  19. Galbraith L.A., Normand M.P. Step it up! Using the good behavior game to increase physical activity with elementary school students at recess. Journal of Applied Behavior Analysis, 2017, vol. 50, no. 4, pp. 856—860. DOI:10.1002/jaba.402
  20. Groves E.А., Austin J.L. Does the Good Behavior Game evoke negative peer pressure? Analyses in primary and secondary classrooms. Journal of Applied Behavior Analysis, 2019, nol. 52, no. 1, pp. 3—16. DOI:10.1002/jaba.513
  21. Groves E.A., May R.J., Rees R.E., Austin J.L. Adapting the good behavior game for special education classrooms. Psychology in the Schools, 2021 (in press). DOI:10.1002/pits.22496
  22. Haydon T., Conroy M.A., Scott T.M. et al. Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors. Journal of Emotional and Behavioral Disorders, 2010, vol. 18, no. 1, pp. 27—40. DOI:10.1177/1063426609333448
  23. Heward W.L., Gardner R., Cavanaugh R.A. et al. Everyone Participates in This Class: Using Response Cards to Increase Active Student Response. Teaching Exceptional Children, 1996, vol. 28, no. 2, pp. 4—10. DOI:10.1177/004005999602800201
  24. Humphrey N., Hennessey A., Ashworth E. et al. Good Behaviour Game: Evaluation report and executive summary [Web resource]. London: Education Endowment Foundation, 2018. 124 p. URL: https://educationendowmentfoundation.org. uk/public/files/GBG_evaluation_report.pdf   (Accessed   21.04.2021).
  25. Joslyn P.R., Donaldson J.M., Austin J.L., Vollmer T.R. The Good Behavior Game: A brief review. Journal of Applied Behavior Analysis, 2019, vol. 52, no. 3, pp. 811—815. DOI:10.1002/jaba.572
  26. Joslyn P.R., Vollmer T.R., Hernández V. Implementation of the Good Behavior Game in Classrooms for Children with Delinquent Behavior. Acta de Investigación Psicológica, 2014, vol. 4, no. 3, pp. 1673—1682. DOI:10.1016/S2007- 4719(14)70973-1
  27. Joslyn P., Vollmer T., Kronfli F. Interdependent Group Contingencies Reduce Disruption in Alternative High School Classrooms. Journal of Behavioral Education, 2019, vol. 28, no. 4, pp. 423—434. DOI:10.1007/s10864-019-09321-0
  28. Kellam S.G., Rebok G.W., Ialongo N., Mayer L.S. The course and malleability of aggressive behavior from early first grade into middle school: results of a developmental epidemiologically-based preventive trial. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 1994, vol. 35, no. 2, pp. 259—281. DOI:10.1111/j.1469-7610.1994.tb01161.x
  29. Kellam S.G., Wang W., Mackenzie A.C.L. et al. The Impact of the Good Behavior Game, a Universal Classroom-Based Preventive Intervention in First and Second Grades, on High-Risk Sexual Behaviors and Drug Abuse and Dependence Disorders into Young Adulthood. Prevention science, 2014, vol. 15, no. 1, pp. 6—18. DOI:10.1007/s11121-012-0296-z
  30. Kleinman K.E., Saigh P.A. The Effects of the Good Behavior Game on the Conduct of Regular Education New York City High School Students. Behavior Modification, 2011, vol. 35, no. 1, pp. 95—105. DOI:10.1177/0145445510392213
  31. Lambert M.C., Cartledge G., Heward W.L., Lo Y. Effects of Response Cards on Disruptive Behavior and Academic Responding During Math Lessons by Fourth-Grade Urban Students. Journal of Positive Behavior Interventions, 2006, vol. 2, no. 2, pp. 88—99. DOI:10.1177/019874291003500302
  32. Maheady L., Gard J. Classwide Peer Tutoring: Practice, Theory, Research, and Personal Narrative. Intervention in School and Clinic, 2010, vol. 44, no. 2, pp. 71—78. DOI:10.1177/1053451210376359
  33. Rubow C.C., Vollmer T.R., Joslyn P.R. Effects of the Good Behavior Game on student and teacher behavior in an alternative school. Journal of Applied Behavior Analysis, 2018, vol. 51, no. 2, pp. 382—392. DOI:10.1002/jaba.455
  34. Salend S.J., Reynolds C.J., Coyle E.M. Individualizing the Good Behavior Game Across Type and Frequency of  Behavior with Emotionally Disturbed Adolescents. Behavior Modification, 1989, vol. 13, no. 1, pp. 108—126. DOI:10.1177/01454455890131007
  35. Steinbrenner J.R., Hume K., Odom S.L. et al. Evidence-Based Practices for Children, Youth, and Young Adults with Autism. Chapel Hill: University of North Carolina, 2020. 143 p.
  36. Sy J., Gratz O., Donaldson J. The Good Behavior Game with Students in Alternative Educational Environments: Interactions Between Reinforcement Criteria and Scoring Accuracy. Journal of Behavioral Education, 2016, vol. 25,    pp.  455—477. DOI:10.1007/s10864-016-9257-0
  37. Tingstrom D., Sterling H., Wilczynski S. The Good Behavior Game: 1969—2002. Behavior Modification, 2006, vol. 30, no. 2, pp. 225—253. DOI:10.1177/0145445503261165
  38. Vargo K., Brown C. An evaluation of and preference for variations of the Good Behavior Game with students with autism. Behavioral Intervention, 2020, vol. 35, no. 4, pp. 560—570. DOI:10.1002/bin.1740
  39. Wahl E., Hawkins R.O., Haydon T. et al. Comparing Versions of the Good Behavior Game: Can a Positive Spin Enhance Effectiveness? Behavior Modification, 2016, vol. 40, no. 4, pp. 493—517. DOI:10.1177/0145445516644220
  40. Wong C., Odom S.L., Hume K.A. et al. Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Journal of Autism and Developmental Disorders, 2015, vol. 45, no. 7,    pp.   1951—1966.  DOI:10.1007/s10803-014-2351-z

Information About the Authors

Aleksandr I. Statnikov, PhD in Psychology, psychologist, Moscow State Center of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8868-8257, e-mail: StatnikovAI@gppc.ru

Metrics

Views

Total: 1394
Previous month: 27
Current month: 23

Downloads

Total: 477
Previous month: 6
Current month: 4