Å fremme positiv atferd ved bruk av "The Good Behavior Game": En metaanalyse av single-case research

Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research

Bowman-Perrott, L. Burke, M. D. Zaini, S. Zhang, N. Vannest, K.
Journal of Positive Behavior Interventions
The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect size across 137 phase contrasts was .82 with a confidence interval 95% CI = [0.78, 0.87], indicating a substantial reduction in problem behavior and an increase in prosocial behavior for participating students. Five potential moderators were examined: emotional and behavioral disorder (EBD) risk status, reinforcement frequency, target behaviors, GBG format, and grade level. Findings suggest that the GBG is most effective in reducing disruptive and off-task behaviors, and that students with or at risk for EBD benefit most from the intervention. Implications for research and practice are discussed.

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Type of intervention

Early Intervention


Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors


The organization of interventions

School/Preschoolbased Interventions

Age group

Preschool Aged Children (3-5 years)

School Aged Children (6-12 years)

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