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Ball State University *

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Psychology

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Dec 6, 2023

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1. Purpose of the study The purpose of this study was to present an intervention that would decrease disruptive behaviors (e.g., aggression, noncompliance, outbursts) within the preschool-age population. The authors of this study presented the intervention of The Good Behavior Game (GBG) as the intervention to be used. The authors decided to conduct this intervention with preschool-age children within a group and individually. The authors will be only measuring the effect of GBG on out-of-seat, inappropriate verbal behavior, and touching of other children. 2. Design The design was a reversal design in the study. It is a reversal design because the authors repeatedly alternated baseline and experimental designs within the GBG. Another reason for it being reversal was the before and after exposure to GBG. Before and after exposure each had its own baseline and 5 phases of adapting the intervention. 3. Dependent variable The dependent variable of the experiment included the 22 children and their behaviors. Those behaviors included out-of-seat, inappropriate verbal behavior, and touching of other children. The article itself gives an operational definition of each behavior for the observers to correctly count the frequency of behaviors per group and individual. 4. How dependent was collected The baseline and the 5 phases of interventions that were conducted collected frequency data on behaviors. The observers used paper and pencil to mark down any occurrence of the three behaviors listed in the dependent variable. Each observer also used a timer for the duration of the circle time session. To get the final data results, the authors decided to convert the frequency data to rate measures for individuals, teams, and the entire class. They calculated this by the frequency of the behaviors observed divided by the session duration. This calculation was completed for individuals, teams, and the entire class. I think the data collection method was reliable because when the intervention with rules was implemented, it matched the behaviors that the observers were recording. The data collection was also reliable as the authors wanted to see a decrease in all 3 behaviors labeled as disruptive behaviors. I also believe that it is reliable as they found a method to find the mean of disruptive behaviors based on the frequency of behavior divided by session duration. This helped develop a mean average in the results which allowed them to track all 3 behaviors as disruptive behaviors. 5. Independent Variable The independent variable of the study was the Good Behavior Game with multiple adaptations to the design of the game. The first phase was the baseline. The second phase was the part where rules were given. The next phase was that the rules were given, feedback was provided, and criterion was set. The final phases include rules, feedback, criteria, and rewards delivered. The different phases are independent variables because it is continuously being changed through intervention or study.

6. First, the authors needed to gather materials to place rules on a poster board. The rules were correlated to the authors' attempts to reinforce 3 socially significant behaviors within the group. The rules also had a visual depicting the child presenting that behavior. The rules of the GBG included how children should act when in group or individual instruction. White boards were used with team colors and boxes underneath were used for marking disruptive behaviors when they occurred. There were a total of 66 to 68 boxes. Next, the 22 participants were divided into 3 teams with a specific color. Those on the team were asked to sit on their colored mat and in a certain section of the room when a group or individual instruction was given. The GBG came in a total of 6 phases. First, discussed will be the baseline. During baseline, the teacher implemented basic behavior management strategies with no other behavior intervention in place (e.g., antecedent or consequence strategies). The next phases included that baseline and an antecedent strategy. The addition to the baseline was the teacher showing the poster board, reading the rules, and having the children read the rules. The next phases were rules and feedback. The addition to this phase was the dry-erase board shown to the group with a hatch mark in the box for disruptive behavior. The next phase included rules, feedback, and criteria. The addition to the intervention was yellow tape at a certain box. This represented the winning criterion of 10 or fewer marks on the erase board. The next phase’s addition was providing a noncontingent reward to all groups and/or individuals after the circle session. That was the only addition from the last phase. The next phase's addition was adding an interdependent group contingency. I believe the authors wrote in detail what the addition was per each phase. The authors presented how the teacher delivered the set of rules with an example written in the study. This helped to ensure that clinicians or teachers could replicate the intervention. The last example that supports the intervention being replicable is when feedback was given the observer showed the children the dry erase board. The are more examples in the text to support why this intervention can be replicated. The intervention also presented lost cost material to use in this intervention which makes it easier to replicate. 7. Summary of results Baseline results concluded that the mean frequency was 50.2 occurrences of disruptive behaviors. To reduce by 80%, the authors concluded that only 10 occurrences should be observed for the group of individuals to be reinforced. After the criterion was set for the intervention, most of the data represented that the intervention was able to decrease the disruptive behaviors of group members and the entire class by 80%; however, some data entries oppose the 80% criterion not to be met. There were certain phases before and after exposure where the criterion was below 80%. In those areas, the data represented 70-76% effective. When looking at the individual representation of the data regarding the intervention being effective. Only 4 children showed a decrease of 80% or less during the individual study.

8. Generalizability of intervention In my opinion, the intervention would be able to be generalized in any setting. Due to the low cost of materials schools, clinical offices, and parents can have these materials at home or can buy them at a low price. When looking at the intervention and its procedures, clinicians and teachers would be able to conduct this intervention if they were to follow the phases that the authors wrote about. Parents will need a clinician to guide them through this process before they conduct the intervention. If you removed the behaviors that the authors used in the intervention and replaced them with new behaviors, I still believe that the intervention can be generalized. Lastly, I believe that this intervention can be used across all school-aged kids in a classroom because the intervention is setting rules for the children to follow. 9. Implications of study Group contingencies can help address the behaviors occurring for the entire class as well as setting behavior expectations for the class. This contingency helps reinforce socially significant behaviors when the student is engaging in expected behaviors. The group contingencies also help with the teacher not reprimanding students in front of their peers. Lastly, group contingencies help students learn through role modeling. When other peers are engaging in the expected behaviors, this helps show how the other students behave in classroom instruction to be reinforced. 10. Limitations of study One of the limitations of the study included new children being placed into the study. Due to 2 children leaving the school, the authors replaced these 2 kids from another classroom. Since the kids did not experience full intervention from the start. These 2 children were not as conditioned as the other children were, which caused the first limitation of the study. Another challenge in the study included the children’s attrition which affected the team and potentially the class outcomes for the intervention. Another limitation that was discussed was the decrease in disruptive behavior did not show until session 9. The internal validity of the study was at risk because the intervention needed to be conducted longer.

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