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
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/183385 |
| Date | January 1987 |
| Creators | Johnson, Mary Frances |
| Contributors | Ball State University. Dept. of Educational Psychology., Ulman, Jerome D. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | 35 leaves ; 28 cm. |
| Source | Virtual Press |
Page generated in 0.0157 seconds