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An Evaluation of Reward Contingencies and Rule Statements within the Good Behavior Game

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Title: An Evaluation of Reward Contingencies and Rule Statements within the Good Behavior Game
Language: English
Authors: Rosie N. Cooper (ORCID 0000-0003-1810-1195), Margaret R. Gifford, Kayla C. Crook, Joel E. Ringdahl, Abby M. Overstreet, Victoria Hutchinson, Dan Mangum
Source: Journal of Positive Behavior Interventions. 2026 28(3):182-191.
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: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Descriptors: Classroom Techniques, Student Behavior, Behavior Problems, Behavior Modification, Contingency Management, Group Activities, Rewards, Standards, Grade 2, Elementary School Students, Games
DOI: 10.1177/10983007251339159
ISSN: 1098-3007
1538-4772
Abstract: The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student's behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508835
Database: ERIC
FullText Text:
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  Data: An Evaluation of Reward Contingencies and Rule Statements within the Good Behavior Game
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  Data: <searchLink fieldCode="AR" term="%22Rosie+N%2E+Cooper%22">Rosie N. Cooper</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1810-1195">0000-0003-1810-1195</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margaret+R%2E+Gifford%22">Margaret R. Gifford</searchLink><br /><searchLink fieldCode="AR" term="%22Kayla+C%2E+Crook%22">Kayla C. Crook</searchLink><br /><searchLink fieldCode="AR" term="%22Joel+E%2E+Ringdahl%22">Joel E. Ringdahl</searchLink><br /><searchLink fieldCode="AR" term="%22Abby+M%2E+Overstreet%22">Abby M. Overstreet</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+Hutchinson%22">Victoria Hutchinson</searchLink><br /><searchLink fieldCode="AR" term="%22Dan+Mangum%22">Dan Mangum</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. 2026 28(3):182-191.
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  Data: 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: https://sagepub.com
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  Data: 10.1177/10983007251339159
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  Data: 1098-3007<br />1538-4772
– Name: Abstract
  Label: Abstract
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  Data: The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student's behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.
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  Data: 2026
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  Data: EJ1508835
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      – Type: doi
        Value: 10.1177/10983007251339159
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 182
    Subjects:
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Contingency Management
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      – SubjectFull: Group Activities
        Type: general
      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Games
        Type: general
    Titles:
      – TitleFull: An Evaluation of Reward Contingencies and Rule Statements within the Good Behavior Game
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            NameFull: Rosie N. Cooper
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              Type: published
              Y: 2026
          Identifiers:
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              Value: 1098-3007
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              Value: 1538-4772
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