The Good Behavior Game (Barrish, Saunders, & Wolf, 1969) has been demonstrated to be an effective group-oriented contingency technique to decrease disruptive classroom behaviors. Typically, competing groups of students play a game by following negatively worded rules to attain specified consequences. The present study investigated the effects of rules stated in positive terms in the Good Behavior Game format to increase appropriate classroom behaviors. A class of third grade students was divided into three teams to play the game. The flip of a coin determined daily conditions and the effects of the use of positive rules were compared to the effects of negative rules. A changing criterion, multielement research design revealed both conditions effective in increasing on-task behavior. No differential was shown. However, students did indicate a preference for positive rule game days. It was recommended that research be continued comparing positive and negative conditions to increase academic performance. / Department of Educational Psychology

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-15T12:33:17Z No. of bitstreams: 1 Lívia Fernandes Bomfim.pdf: 1246247 bytes, checksum: 88f733c8ab9828aedd4ac8a88c9a9d30 (MD5) / Made available in DSpace on 2018-06-15T12:33:17Z (GMT). No. of bitstreams: 1 Lívia Fernandes Bomfim.pdf: 1246247 bytes, checksum: 88f733c8ab9828aedd4ac8a88c9a9d30 (MD5) Previous issue date: 2018-04-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Good Behavior Game is a behavior management technique that has its effectiveness proven in changing various behavioral cathegories, on groups of different ages, in various settings, over 50 years of research. It is based in the division of the participants in teams, in the punctuation or withdrawal of points of these teams given the occurrence of inappropriate or unwanted behaviors and in the awards of the teams that have reached a certain score. This study investigated the changes in the occurrence of engagement and non-engagement on the task behaviors of 26 students of the 2nd year of Elementary School in a Brazilian public school, given the application of a positive variation of the Good Behavior Game, in which the teams are scored by the occurrence of appropriate behaviors. The students were divided into four teams and were scored by the teacher if all the members were following the rules: respect the teacher and colleagues, have good manners, do the homework and speak quietly. The results showed an increase in the occurrence of the engagement behaviors and a decrease in the occurrence of non-engagement. The results of this research base the recommendation of using the positive variation of the Good Behavior Game in Brazilian schools because it is an easy-to-implement technique that demands little or no monetary resources, requires minimal response cost in its application and is based on the use of positive reinforcement, rather than aversive control, with its participants / O Good Behavior Game é uma técnica de manejo de comportamentos que teve sua eficácia comprovada no que se refere à alteração de diversas categorias de comportamento, com grupos de diversas faixas etárias e em diversos settings de aplicação ao longo de 50 anos de pesquisa e baseia-se na divisão dos participantes em times, na pontuação ou retirada de pontos destes dada a ocorrência de comportamentos inadequados ou indesejados e na premiação dos times que tenham alcançado determinada pontuação. Este estudo investigou as alterações na ocorrência de comportamentos de engajamento e não-engajamento na tarefa de 26 alunos do 2º ano do Ensino Fundamental de uma escola pública brasileira dada a aplicação em sala de aula de uma variação positiva do Good Behavior Game, na qual pontua-se os times pela ocorrência de comportamentos adequados. Os alunos foram divididos em quatro times e eram pontuados pela professora num quadro caso todos os integrantes estivessem seguindo as regras: respeitar a professora e os colegas, ter bons modos, fazer a tarefa de sala e falar baixo. Os resultados mostraram aumento na ocorrência dos comportamentos de engajamento e diminuição na ocorrência nos de não-engajamento. Os resultados dessa pesquisa embasam a recomendação do uso da variação positiva do Good Behavior Game nas escolas brasileiras por ser uma técnica de fácil implementação, que demanda pouco ou nenhum recurso monetário, requer um investimento de tempo mínimo na sua aplicação e se baseia no uso de reforçamento positivo, e não de controle aversivo, sobre seus participantes

O presente trabalho tem por objetivo investigar os contornos da política sexual concebida e implementada pela ditadura civil-militar (1964-1988). Marcado centralmente pelo lema da defesa da \"moral e dos bons costumes\", o regime autoritário brasileiro estruturou um complexo aparato repressivo orientado não apenas para eliminar dissidentes políticos, mas também para regular e normalizar os corpos marcados por orientação sexual e/ou identidade de gênero dissidentes. Para isso, foi preciso fazer convergir a atuação de diversas agências estatais que integravam as comunidades de informações, segurança e de censura em torno de uma agenda moral comum, apesar das disputas e tensões entre elas. Segundo essa perspectiva, erotismo, pornografia, homossexualidades e transgeneridades eram classificados como temas e práticas ameaçadores não apenas contra a estabilidade política e a segurança nacional, mas também contra a ordem sexual, a família tradicional e os valores éticos que, supostamente, integravam a sociedade brasileira. Cerceamento da produção cultural, repressão policial nas ruas, vigilância do nascente movimento homossexual e perseguição a seus veículos de expressão e comunicação foram algumas medidas de violência implementadas por diferentes órgãos repressivos e que são examinadas detalhadamente. A partir de uma minuciosa pesquisa nos acervos documentais produzidos pelos próprios órgãos encarregados da repressão, bem como de uma revisão bibliográfica da literatura existente, esta pesquisa pretende demonstrar como as questões comportamentais e sexuais foram centrais para o projeto da \"utopia autoritária\", ressaltando uma dimensão muitas vezes negligenciada tanto nas reflexões acadêmicas quanto no trabalho de memória sobre esse período. / The present thesis aims to investigate the contours of the sexual politics conceived and implemented by the civilian-military dictatorship (1964 - 1988). Centrally marked by the motto of the defense of \"morality and good behavior\", the Brazilian authoritarian regime structured a complex repressive apparatus oriented not only to eliminate political dissidents, but also to regulate and normalize bodies marked by sexual orientation and / or gender identity dissidents. In order to do so, it was necessary to bring together the activities of several state agencies that integrated the information, security and censorship communities around a common moral agenda, despite the disputes and tensions among them. According to this perspective, eroticism, pornography, homosexuality, and transgenderism were classified as threatening themes and practices not only against political stability and national security, but also against the sexual order, the traditional family, and the ethical values that supposedly integrated Brazilian society. The curbing of cultural production, police repression on the streets, surveillance of the nascent homosexual movement, and persecution of its vehicles of expression and communication were some violent measures implemented by different repressive organs and examined in detail. Based on a thorough research in the documentary collections produced by the agencies responsible for repression, as well as a bibliographical review of the existing literature, this research seeks to demonstrate how behavioral and sexual issues were central to the project of \"authoritarian utopia,\" emphasizing a dimension often neglected in both academic reflections and the work about the memory of this period.

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.

This study evaluated the relative contributions of behavior specific praise statements (BSPS) and the Caught Being Good Game (CBGG) on class-wide appropriate behaviors and examined teacher use of BSPS and corrective feedback. It also evaluated if changes in class-wide behaviors are maintained during follow-up and generalized to non-target academic periods. Data on teacher use of BSPS were also collected during follow-up and generalization probes to examine if the teachers continued to use BSPS during follow-up and generalize their use of BSPS to non-target academic periods. A multiple-baseline design across classrooms with an ABC sequence was used to evaluate the outcomes of the interventions. The results indicated that BSPS was sufficient in two classrooms to increase class-wide on-task behavior for over 90% of students just by explicitly giving attention for appropriate behaviors while the third classroom required implementation of CBGG which provided external reinforcers. Some evidence of generalization and maintenance was observed in all classrooms. All teaching staff's use of BSPS increased during implementation of the BSPS phase, but BSPS use decreased in follow-up, and support for generalization is lacking.

The present study evaluated the effectiveness of an interdependent group contingency commonly referred to as the “good behavior game” (GBG) on reducing disruptive behaviors in a dedicated classroom for students with emotional behavioral disorder (EBD). The participants were four eighth-grade middle school students, with a primary diagnosis of EBD. The intervention targeted inappropriate and disruptive behaviors during two class periods (math and science), as well appropriate alternative behaviors. The class was divided into two teams, with the four participants divided evenly amongst both teams. If a team met the criterion for both inappropriate and appropriate behavior during experimental sessions, each team member received an edible reinforcer (candy). In addition, teams that met the weekly goal of winning the most games earned a trip to a classroom with younger peers to participate in a social activity (pizza party, movie and popcorn, etc.). The results indicated a decrease in inappropriate behaviors, as well as an increase in appropriate behaviors. The results suggested that the GBG is a beneficial group interdependent contingency that can be implemented in many classroom settings, including an alternative EBD middle school classroom. .

O presente trabalho tem por objetivo investigar os contornos da política sexual concebida e implementada pela ditadura civil-militar (1964-1988). Marcado centralmente pelo lema da defesa da \"moral e dos bons costumes\", o regime autoritário brasileiro estruturou um complexo aparato repressivo orientado não apenas para eliminar dissidentes políticos, mas também para regular e normalizar os corpos marcados por orientação sexual e/ou identidade de gênero dissidentes. Para isso, foi preciso fazer convergir a atuação de diversas agências estatais que integravam as comunidades de informações, segurança e de censura em torno de uma agenda moral comum, apesar das disputas e tensões entre elas. Segundo essa perspectiva, erotismo, pornografia, homossexualidades e transgeneridades eram classificados como temas e práticas ameaçadores não apenas contra a estabilidade política e a segurança nacional, mas também contra a ordem sexual, a família tradicional e os valores éticos que, supostamente, integravam a sociedade brasileira. Cerceamento da produção cultural, repressão policial nas ruas, vigilância do nascente movimento homossexual e perseguição a seus veículos de expressão e comunicação foram algumas medidas de violência implementadas por diferentes órgãos repressivos e que são examinadas detalhadamente. A partir de uma minuciosa pesquisa nos acervos documentais produzidos pelos próprios órgãos encarregados da repressão, bem como de uma revisão bibliográfica da literatura existente, esta pesquisa pretende demonstrar como as questões comportamentais e sexuais foram centrais para o projeto da \"utopia autoritária\", ressaltando uma dimensão muitas vezes negligenciada tanto nas reflexões acadêmicas quanto no trabalho de memória sobre esse período. / The present thesis aims to investigate the contours of the sexual politics conceived and implemented by the civilian-military dictatorship (1964 - 1988). Centrally marked by the motto of the defense of \"morality and good behavior\", the Brazilian authoritarian regime structured a complex repressive apparatus oriented not only to eliminate political dissidents, but also to regulate and normalize bodies marked by sexual orientation and / or gender identity dissidents. In order to do so, it was necessary to bring together the activities of several state agencies that integrated the information, security and censorship communities around a common moral agenda, despite the disputes and tensions among them. According to this perspective, eroticism, pornography, homosexuality, and transgenderism were classified as threatening themes and practices not only against political stability and national security, but also against the sexual order, the traditional family, and the ethical values that supposedly integrated Brazilian society. The curbing of cultural production, police repression on the streets, surveillance of the nascent homosexual movement, and persecution of its vehicles of expression and communication were some violent measures implemented by different repressive organs and examined in detail. Based on a thorough research in the documentary collections produced by the agencies responsible for repression, as well as a bibliographical review of the existing literature, this research seeks to demonstrate how behavioral and sexual issues were central to the project of \"authoritarian utopia,\" emphasizing a dimension often neglected in both academic reflections and the work about the memory of this period.

The present study, conducted during the Fall 1996 and Spring 1997 academic terms, investigated the susceptibility of the Minnesota Multiphasic Personality Inventory 2$\sp{\rm nd}$ Edition (MMPI-2) to fake good behavior. The MMPI-2 was administered to a sample population of 114 teacher education students at a private California university. Administrations were in two sessions a minimum of four to six weeks apart, including one in which the subjects were instructed to respond honestly and another in which they were instructed to fake good. A questionnaire inquiring as to their veracity on each administration was also collected. The null hypotheses were that (1) there would be no statistically significant differences between standard and fake-good clinical scale scores in the subject population, (2) there would be no correlation between MMPI-2 validity indices and the degree of MMPI-2 clinical scale elevation from standard to fake-good conditions, (3) MMPI-2 scales would not be susceptible to fake-good behavior, and (4) there would be no correlation between a subject's perceived ability to fake good and their v actual fake-good performance. Each of the null hypotheses was rejected. Findings indicated that K (Consistency) corrected clinical scales on the MMPI-2, and to a lesser degree non-K corrected scales, were significantly susceptible to fake good behavior. The L (Lie) and K validity scales, however, were found to consistently detect the fake good behavior. Richwerger's (1989) results were generally confirmed, and recommendations for practical application of the instrument were addressed.

The purpose of the current study is to examine the effects of the Caught Being Good Game (CBGG) on students’ classroom behaviors. The CBGG is a positive variation of the Good Behavior Game, which has been identified as an evidenced-based intervention designed for managing classroom behavior across students, behaviors, and settings. In the current study, the effectiveness of the CBGG intervention was examined within 2 high school special education classrooms located at two school districts in rural southeastern United States. Using a multiple baseline design, the data were analyzed using visual inspection and calculation of non-overlapping data. Results revealed that the percentage of intervals in which on-task behavior occurred increased during the implementation of the CBGG game, while the students’ level of off-task behavior decreased. Acceptability of the intervention of both teachers was favorable. Given the results, the implications of this classroom management tool are positive. Future directions are discussed and the literature base regarding the CBGG was expanded.

The Good Behavior Game and Tootling are two intervention techniques rooted in behavioral theory that are widely used for class wide behavior management purposes. Few studies have evaluated the use of these classwide behavior management interventions with the addition of a technological component or when applied to a post-secondary education setting. The goal of the current study was to evaluate the effects of the Good Behavior Game with ClassDojo and Tootling with ClassDojo for increasing academic engagement and decreasing problem behavior in a post-secondary classroom. Participants included emerging adult students (19-24 years-old) with intellectual disabilities in a Comprehensive Transitional Program at a major university. An alternating treatment design was implemented to compare the intervention conditions to both a baseline and an ongoing control conditions. Results, limitations of the study, implication for practice, and future research are discussed.