Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research
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| Title: | Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research |
|---|---|
| Language: | English |
| Authors: | Bowman-Perrott, Lisa, Burke, Mack D., Zaini, Samar |
| Source: | Journal of Positive Behavior Interventions. Jul 2016 18(3):180-190. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Educational Games, Classroom Techniques, Prosocial Behavior, Behavior Problems, Behavior Change, Behavior Modification, Meta Analysis, Case Studies, Elementary Secondary Education, Effect Size, Emotional Disturbances, Behavior Disorders, Risk, Reinforcement, Instructional Program Divisions, Program Effectiveness, Outcomes of Treatment, At Risk Students, Intervention, Statistical Significance, Student Behavior, Literature Reviews |
| DOI: | 10.1177/1098300715592355 |
| ISSN: | 1098-3007 |
| Abstract: | The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect size across 137 phase contrasts was 0.82 with a confidence interval 95% CI = [0.78, 0.87], indicating a substantial reduction in problem behavior and an increase in prosocial behavior for participating students. Five potential moderators were examined: emotional and behavioral disorder (EBD) risk status, reinforcement frequency, target behaviors, GBG format, and grade level. Findings suggest that the GBG is most effective in reducing disruptive and off-task behaviors, and that students with or at risk for EBD benefit most from the intervention. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2016 |
| Accession Number: | EJ1104009 |
| Database: | ERIC |
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