Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game

The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the C...

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Bibliographic Details
Published in:Journal of positive behavior interventions 2023-07, Vol.25 (3), p.159-168
Main Authors: Crook, Kayla C., Ringdahl, Joel E., Cooper, Rosie N., Quinland, Kadijah, Mangum, Dan R., Zabala, Karla
Format: Article
Language:English
Subjects:
Behavior Change
Behavior Problems
Classroom Techniques
Classrooms
Elementary School Students
Evidence Based Practice
Game Based Learning
Grade 2
Grade 3
Grade 5
Intervention
Positive Reinforcement
Student Behavior
Teaching Methods
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Summary:The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to implement. Although several studies have been published demonstrating its utility, less research has examined how variations in the contingencies employed impact outcomes. In the current study, the CBGG was implemented across three classrooms in an effort to replicate previous findings. As well, the magnitude of reward/reinforcement was manipulated to determine whether this parameter affected intervention efficacy. Results of the study demonstrated appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reward/reinforcement was idiosyncratic across the three classrooms, with no uniform impact of magnitude on intervention outcomes. Reasons why magnitude of reinforcement may not have impacted the efficacy of the CBGG are discussed.
ISSN:1098-3007
1538-4772
DOI:10.1177/10983007221140361