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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.
Authors: Cooper, Rosie N. (AUTHOR), Gifford, Margaret R. (AUTHOR), Crook, Kayla C. (AUTHOR), Ringdahl, Joel E. (AUTHOR), Overstreet, Abby M. (AUTHOR), Hutchinson, Victoria (AUTHOR), Mangum, Dan (AUTHOR)
Source: Journal of Positive Behavior Interventions. Jul2026, Vol. 28 Issue 3, p182-191. 10p.
Subjects: Questionnaires, Teaching methods, Descriptive statistics, Reward (Psychology), Contingency management, Rules
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. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
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. [ABSTRACT FROM AUTHOR]
ISSN:10983007
DOI:10.1177/10983007251339159