Problem behavior, such as disruption or property destruction, is commonly observed in classrooms, and interferes with student education. The purpose of this study was to examine effects of group size within a well-studied class-wide behavior management intervention, the GBG. Consistent with previous research, the GBG was effective in decreasing disruptive behavior but there was no clear differentiation between GBG big and GBG small. The students and the teacher showed high social validity for the GBG.

The Caught Being Good Game (CBGG) is a classroom management intervention used in schools. The purpose of this study was to evaluate the effects of point visibility on appropriate behavior, to examine the degree to which points earned by the opposing team affected the other team’s behavior, to examine both teacher and student preference for the intervention, the effect of student and teacher choice on appropriate behavior, and to systematically replicate previous research showing the effectiveness of the CBGG relative to business as usual. Consistent with previous research, CBGG increased on-task behavior compared to business as usual. Modest and temporary differentiation was observed between salient and hidden points, with hidden resulting in slightly better outcomes. A unit-price analysis further supported that on-task behavior was higher during the hidden points condition. The teacher and students reported preference for the CBGG, and we expect to see higher levels of on-task behavior during the student-choice condition.

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