Publication year
2016
Citation Title
Differential effectiveness of interdependent and dependent group contingencies in reducing disruptive classroom behavior.
Journal Name
Journal of Applied School Psychology
Journal Volume
32
Issue Number
1
Page Numbers
1-23
DOI
10.1080/15377903.2015.1056922
Summary
Minimizing problem behavior in the classroom is crucial for social skills development and academic success of students. This study investigated the effectiveness of an intervention strategy for diminishing disruptive behavior (e.g., talking out of turn), the Good Behavior Game (GBG). The aim of the study was to evaluate the effectiveness of GBG by comparing two student groups within the sample: students who received a reward if everyone in their group exhibited good behavior and students who received a reward if only a portion of students exhibited good behavior. The findings indicate that the intervention reduced rates of disruptive behavior within general education classrooms.
Key Findings
Students in the interdependent group, where students received a reward if everyone in their group exhibited good behavior, showed a more stable rate of decreased disruptive behavior over time than the dependent group, where students received a reward if only a portion of students exhibited good behavior.
The academic behavior and social skills of students, except kindergarteners, improved in all classrooms after the implementation of the GBG.
Results from program evaluation after the intervention indicated that teachers reported that they found the interdependent and dependent group contingencies of the GBG were acceptable and effective.
Implications for Military Professionals
Offer workshops to educate parents on the importance of early identification and solutions for problematic behavior
Provide team building activities for youth that incorporate strategies for reducing disruptive behavior
Implications for Program Leaders
Develop curricula to help youth program staff implement methods similar to the GBG
Provide programming that incorporates elements of the GBG to enhance activities for children and youth
Implications for Policy Makers
Support research that investigates effective intervention strategies for youth with disruptive behaviors
Recommend training for youth program staff to educate them about the importance of reducing problem behaviors in youth programs
Methods
Researchers recruited participants from three general education classrooms from two elementary schools in the southeastern United States.
The outcomes that were assessed included rule violations and treatment integrity. Rule violations (e.g., out of seat or area) were measured by a teacher’s (or trained observer) tally markings on a tracking sheet during the intervention time period. Treatment integrity (e.g., praising acceptable behavior) was measured by the teacher and an observer each completing a form at the end of each session.
Student behaviors related to social and academic skills were measured using the Social Skills Improvement System Performance Screening Guide (SSIS-PSG) completed by teachers for each student. Teacher acceptability of the intervention was measured using the Intervention Rating Profile 15 (IRP-15) completed by teachers.
Analyses investigated the frequency of disruptive behavior with and without the GBG. Frequency of disruptive behavior were compared between the interdependent and dependent group conditions.
Participants
This study included 17 kindergarteners (from one class) and 38 third-graders (from one class with 16 students and another class with 22 students).
Of the kindergarten students, nine were male; 12 were White, four were Black, and one was Latino.
Of the third grade students, 17 were male; three were White, 26 were Black, six were Latino, and one was Asian American (the racial identity of two third grade students was not indicated).
Limitations
Discrepancies between observer and teacher reports indicated issues in accuracy and consistency of tracking data which could have influenced the results of the study.
The sample was made up of three general education classrooms across two grade levels which restricts generalizability of findings to other groups of students within schools (different grades, children with disabilities, etc).
The student behavior measures completed by teachers may be influenced by attempts to minimize problematic behaviors and not accurately reflect the students' behavior.
Avenues for Future Research
Examine the effects of the GBG on youth from a variety of ages, locations, and backgrounds
Explore long term outcomes of the GBG with high school students
Research strategies for prevention of disruptive behaviors, such as the GBG, within youth programs
Focus
Civilian
Target Population
Population Focus
Abstract
Disruptive behavior in the classroom negatively affects all students’ academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group contingency to decrease rates of disruptive behavior. Previous research comparing the effects of the different group contingencies has been inconclusive, inconsistent, and unable to rule out sequence carryover effects. This study employed an alternating treatments design across three elementary classrooms to compare the effectiveness of interdependent and dependent group contingencies in decreasing rates of disruptive behavior. Results showed that the Good Behavior Game was effective overall in reducing rates of disruptive behavior and teachers found the intervention to be acceptable and effective. Additionally, improvements in teachers’ global ratings of students’ social skills and academic behaviors were associated with the intervention. Both interdependent and dependent group contingencies reduce disruptive classroom behavior but their use by educators may depend upon preference, goals for behavior change, student characteristics, and practical considerations.
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