Bohan, Clare

McDowell, Claire

Smyth, Sinead

English

AbstractThe current study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population.The CBGG is a positive variation of the Good Behaviour Game ( GBG)a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior, rather than marks for breaking class rules. Research on the CBGG has garnered empirical interest in recent years however there is little published research on the game with adolescent populations. The current study investigated if visual feedback displayed on a scoreboard during the CBGG is a necessary part of the game. This was examined by implementing the game both with and without overt visual feedback, using and ABACABAC reversal design. Academically engaged behavior and disruptive behavior were monitoredT he CBGG was effective in both formats, leading to decreases in disruptive behavior in the participating class group. This suggests that perhaps immediate visual feedback is not an essential component of the CBGG for adolescent, mainstream students. This may be a time-saving measure for teachers wishing to implement the game. Students and their teacher rated the game favorably on social validity measures

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An evaluation of the caught being good game with an adolescent student population

https://pure.ulster.ac.uk/ws/files/78831798/JPBI_19_112.R3_Proof_hi.pdf

An evaluation of the caught being good game with an adolescent student population

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