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Association for Behavior Analysis International

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43rd Annual Convention; Denver, CO; 2017

Event Details

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Symposium #435
CE Offered: BACB
Group Contingencies in Classroom Settings
Monday, May 29, 2017
10:00 AM–11:50 AM
Convention Center 406/407
Area: EDC; Domain: Applied Research
CE Instructor: Jeanne M. Donaldson, Ph.D.
Chair: Jeanne M. Donaldson (Louisiana State University)
Discussant: Jennifer L. Austin (University of South Wales)
Abstract: Group contingencies provide an efficient mechanism to improve the behavior of entire classes of students. The studies presented in this symposium will provide new data on variations of classwide group contingencies, particularly the Good Behavior Game, from classrooms ranging from preschool through high school. Katie Wiskow will describe a study in which the types of feedback delivered during the Good Behavior Game were manipulated. Elizabeth Foley will describe a study in which they conducted a component analysis of features of the Good Behavior Game and analyzed effects at the individual level. Kayla Crook will describe a study in which the experimenters modified the type of group contingency used during the Good Behavior Game. Ray Joslyn will describe a study extending the Good Behavior Game to high school students with emotional and behavioral disorders. Following the four talks, Jennifer Austin will provide a discussion of the research presented and future directions for research in the area of classwide group contingencies.
Instruction Level: Basic
Keyword(s): classroom management, disruptive behavior, GBG, group contingencies
An Evaluation of Feedback on the Effectiveness of the Good Behavior Game in Preschool Classrooms
KATIE WISKOW (California State University, Stanislaus), Ashley Matter (Texas Tech University), Jeanne M. Donaldson (Louisiana State University)
Abstract: 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 specific components of the GBG. In the present study, we directly compared the type of feedback (no feedback, visual feedback, vocal feedback, visual + vocal feedback) delivered during the GBG on the effectiveness of the GBG to reduce disruptive behavior in two preschool classrooms. Subsequently, we implemented a concurrent chains procedure to assess teacher preferences. Results showed that the GBG vocal feedback and GBG visual + vocal feedback conditions were superior to the GBG no feedback and GBG visual feedback conditions. In addition, we observed that teacher’s preferences varied across sessions. These results suggest that not all modifications of the GBG may be equally effective and that we should identify a collection of effective variations for teachers to choose amongst to fit their needs on a daily basis.
A Component Analysis and Evaluation of the Good Behavior Game in a Preschool Classroom
ELIZABETH FOLEY (University of Kansas), Claudia L. Dozier (The University of Kansas), Amber Lessor (Summit Behavioral Services), Shannon Altmeyer (University of Kansas), Aneesah Smith (University of Kansas)
Abstract: The Good Behavior Game (GBG) is a multicomponent treatment package that has been demonstrated to decrease disruptive behavior in kindergarten through high school-age students (Barrish et al., 1969; Embry, 2002; Tingstrom et al., 2006). However, there is limited research evaluating the GBG with preschool-age children (Swiezy, Matson, & Box, 1992). Furthermore, few studies have evaluated the effects of various components of the GBG, and of those that have, most have done so only after exposure to the GBG package (Fishbein & Wasik, 1981; Harris & Sherman, 1973; Medland & Stachnik, 1972). Finally, few studies have collected and reported data at the individual level (Medland & Stachnik, 1972). Therefore, the purpose of our study was to (a) evaluate the effects of GBG on disruptive behavior of preschool children during group instruction, (b) evaluate the effects of the major components of the GBG before and after the entire package was implemented, and (c) examine effects at the individual level. Results suggest that the entire package is necessary for decreasing disruptive behavior. However, after exposure to the GBG, we showed that a time-based contingency could be used in place of the interdependent contingency to decrease disruptive behavior.
An Evaluation of Group Contingencies in Classroom Wide Behavior Management Programs
KAYLA CROOK (University of Georgia), Joel Eric Ringdahl (University of Georgia), Christopher Taylor (University of Georgia)
Abstract: Group contingencies are commonly used as methods for managing behaviors in large group settings, particularly classrooms in elementary schools. Examples of group contingency approaches include the Good Behavior Game (GBG) and ClassWide Function-based Intervention Teams (CW-FIT). In both of these approaches, interdependent group contingencies are implemented across the day to improve social, academic, and classroom behavior. The high effort of implementing such strategies may result in some teachers being reluctant to implement such approaches. For example, implementing these types of procedures across an entire day, every day, or monitoring the individual behavior of 25 or more students in a classroom, may add too much to an already busy teacher’s workload. In the current presentation, we present data related to two minor modifications of these group contingency approaches to behavior management. In the first modification, the teacher identified specific times during the day that were problematic. The procedures were then put in place to address this specific time. In the second modification, a dependent group contingency was used in place of an interdependent group contingency to alleviate the burden of monitoring the behavior of numerous students. Results indicated that both modifications resulted in effective changes in behavior.
Evaluation of the Good Behavior Game With High School Students in an Alternative School
P. RAYMOND JOSLYN (University of Florida), Timothy R. Vollmer (University of Florida), Faris Rashad Kronfli (University of Florida)
Abstract: The Good Behavior Game (GBG) is an extensively studied classroom management procedure that utilizes interdependent group contingencies to minimize student disruptive behavior. In the GBG, a class is divided into teams and contingencies are placed on students rule-following. Previous research has indicated that the GBG is effective with high school students in mainstream classrooms. The following study extended previous research by implementing the GBG with older high school students who have emotional/behavioral disorders and/or histories of delinquency. Results indicate that the GBG is an effective classroom management strategy with older students in more restricted settings. Implications and directions for future research are discussed.
 

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