Chat with us, powered by LiveChat Instructions: Summarize one of the articles assigned for the topic of the week using the format below. Article reference  using APA format (5 points): Summarize the purpose of the study (at least 3 | paledu.org
  

Instructions: Summarize one of the articles assigned for the topic of the week using the format below.

  1. Article reference  using APA format (5 points):
  2. Summarize the purpose of the study (at least 3 sentences – 10 points):
  3. What/who are the subjects and setting (at least 4 sentences – 10 points):
  4. What experimental design did the authors use?(at least 2 sentences – 10 points):
  5. Summarize the results of the study? (at least 4 sentences- 10 points): 
  6. What are your criticisms of the study? What is a possible future direction for the research? In other words, what should come next if you were going to conduct the next study? (at least 5 sentences- 5 points):

AN EVALUATION OF THE GOOD BEHAVIOR GAME IN
KINDERGARTEN CLASSROOMS

JEANNE M. DONALDSON AND TIMOTHY R. VOLLMER

UNIVERSITY OF FLORIDA

TANGALA KROUS AND SUSAN DOWNS

DAVENPORT, IOWA, SCHOOL DISTRICT

AND

KERRI P. BERARD

UNIVERSITY OF FLORIDA

The good behavior game (GBG) is a classwide group contingency that involves dividing the class
into two teams, creating simple rules, and arranging contingencies for breaking or following
those rules. Five kindergarten teachers and classrooms participated in this evaluation of the
GBG. Disruptive behavior markedly decreased in all five classrooms as a result of the
intervention. This study extends the GBG literature by systematically replicating the effects of
the GBG with the youngest group of students to date.

Key words: group contingencies, classroom management, disruptive behavior

_______________________________________________________________________________

Implementation of individualized behavior
plans in large general education classrooms can
be extremely difficult for teachers, creating a
need for classwide behavior-management strat-
egies that are easy for teachers to implement and
effective for most students. One classwide
behavior-management strategy that has been
primarily implemented and evaluated for first
through fifth grade children is the good
behavior game (GBG). Because of its simplicity
and evidence of long-term effects (Kellam et al.,
2008; Kellam, Ling, Merisca, Brown, &
Ialongo, 1994), the GBG has been termed a
‘‘behavioral vaccine’’ (Embry, 2002). The GBG
is even recommended by the Surgeon General
as a Promising Program for prevention of youth

violence (U.S. Department of Health and
Human Services, 2001).

The GBG is an interdependent group
contingency that involves dividing the class
into teams, creating simple rules, and arranging
contingencies for breaking or following those
rules. Barrish, Saunders, and Wolf (1969)
conducted the first empirical evaluation of the
GBG in one fourth-grade classroom. Out-of-
seat and talking-out responses were substantially
reduced as a result of the intervention. Several
studies have since evaluated the GBG and
modifications of the GBG (see Tingstrom,
Sterling-Turner, & Wilczynski, 2006, for a
review). Replication of the GBG with students
younger than first grade would provide impor-
tant information on the generality of the
procedure because kindergarten represents the
entry level of schooling for many children.
Experience with the GBG may establish
histories of appropriate behavior and rule
following when entering school. Presumably,
such effects could have longer term implica-
tions, and some evidence exists to support that

Address correspondence to Timothy R. Vollmer,
Department of Psychology, University of Florida, P.O.
Box 112250, Gainesville, Florida 32611 (e-mail: <a class=”__cf_email__”