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Experimental analysis of negative vs. positive rules in the "Good Behavior Game"

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

Identiferoai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/183385
Date January 1987
CreatorsJohnson, Mary Frances
ContributorsBall State University. Dept. of Educational Psychology., Ulman, Jerome D.
Source SetsBall State University
Detected LanguageEnglish
Format35 leaves ; 28 cm.
SourceVirtual Press

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