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Journal List > J Appl Behav Anal > v.6(3); Fall 1973

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J Appl Behav Anal. 1973 Fall; 6(3): 405–417.
doi: 10.1901/jaba.1973.6-405.
PMCID: PMC1310853
Copyright notice
Use and analysis of the “Good Behavior Game” to reduce disruptive classroom behavior1
V. William Harris and James A. Sherman
Southwest Indian Youth Center
University of Kansas
1This research was supported by grant OEO-0-8-522422(10) from the United States Office of Education to the University of Kansas Support and Development Center to Follow Through. We thank Dr. Don Bushell, Jr. for his support and assistance throughout the study. We also thank Melissa Harris and Mr. Duke Dana, the fifth- and sixth-grade teachers, and Mr. Harold Siegrist, the principal of Woodlawn School, Lawrence, Kansas for their invaluable assistance and cooperation in conducting this study. Reprints may be obtained from V. William Harris, Southwest Indian Youth Center, Box 2266, Tucson, Arizona 85702 or from James A. Sherman, Department of Human Development, University of Kansas, Lawrence, Kansas 66044.
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Abstract
A recent study reported procedures (the “good behavior game”) for reducing disruptive classroom behavior. Replication of the procedures of the “good behavior game” in two classrooms showed it to be an effective technique for reducing disruptive talking and out-of-seat behavior. Further experimental analysis indicated that the effective components of the game were division of the class into teams, consequences for a team winning the game, and criteria set for winning the game. Although disruptive behavior was markedly reduced by the game, the reductions were correlated with only slightly improved accuracy of academic performance in the one classroom where academic performance was measured.
Full text
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Selected References
These references are in PubMed. This may not be the complete list of references from this article.
  • Barrish Harriet H, Saunders Muriel, Wolf Montrose M. Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom. J Appl Behav Anal. 1969 Summer;2(2):119–124. [PubMed]
  • Ferritor DE, Buckholdt D, Hamblin RL, Smith L. The noneffects of contingent reinforcement for attending behavior on work accomplished. J Appl Behav Anal. 1972 Spring;5(1):7–17. [PubMed]
  • Hall RV, Fox R, Willard D, Goldsmith L, Emerson M, Owen M, Davis F, Porcia E. The teacher as observer and experimenter in the modification of disputing and talking-out behaviors. J Appl Behav Anal. 1971 Summer;4(2):141–149. [PubMed]
  • Kirby Frank D, Shields Frank. Modification of arithmetic response rate and attending behavior in a seventh-grade student. J Appl Behav Anal. 1972 Spring;5(1):79–84. [PubMed]
  • Madsen Charles H, Becker Wesley C, Thomas Don R. Rules, praise, and ignoring: elements of elementary classroom control. J Appl Behav Anal. 1968 Summer;1(2):139–150. [PubMed]
  • McAllister Loring W, Stachowiak James G, Baer Donald M, Conderman Linda. The application of operant conditioning techniques in a secondary school classroom. J Appl Behav Anal. 1969 Winter;2(4):277–285. [PubMed]
  • Medland Michael B, Stachnik Thomas J. Good-behavior game: a replication and systematic analysis. J Appl Behav Anal. 1972 Spring;5(1):45–51. [PubMed]
  • O'leary KD, Becker WC, Evans MB, Saudargas RA. A token reinforcement program in a public school: a replication and systematic analysis. J Appl Behav Anal. 1969 Spring;2(1):3–13. [PubMed]
  • Schmidt Gilbert W, Ulrich Roger E. Effects of group contingent events upon classroom noise. J Appl Behav Anal. 1969 Fall;2(3):171–179. [PubMed]
  • Thomas Don R, Becker Wesley C, Armstrong Marianne. Production and elimination of disruptive classroom behavior by systematically varying teacher's behavior. J Appl Behav Anal. 1968 Spring;1(1):35–45. [PubMed]
  • Ward Michael H, Baker Bruce L. Reinforcement therapy in the classroom. J Appl Behav Anal. 1968 Winter;1(4):323–328. [PubMed]
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