In order to discuss components of this classroom “game” we must first focus on what the “Caught Being Good Game” is. The Caught Being Good Game, CBGG, is a positive classroom support tool derived from another classroom mechanism called the “Good Behavior Game”. The “Good Behavior Game” has been successful at targeting disruptive and positive behaviors in the classroom as demonstrated by 50 years of empirical research (Barrish et al., 1969; Bowman-Perrot et al., 2016; Bohan et al., 2022 ). Both games are designed as interdependent group contingency whereas the class is separated into groups and class rules are assigned. Over the years, researchers and teachers alike have modified this group contingency to focus on the use of positive reinforcement to reward rule-following, versus variations in the past that would use punishment procedures for disruptive behavior in the classroom, also known as the “Good Behavior Game”( Bohan et al. 2022).
In this study two adolescent classrooms used the Caught Being Good Game alternating between immediate visual feedback and delayed feedback. In this case the teachers used very simple materials: laminated packets of the class rules and daily/weekly scoreboards. Data was collected on both academically engaged and disruptive behaviors. The results of the study conclude that immediate visual feedback and delayed feedback have similar results. (Bohan et al. 2022).
Grace and Grit Guidance
So, what does this mean for you? Well, this means that you as the teacher have autonomy over how you implement this contingency in your classroom. Every class is different, therefore if you think using immediate feedback through technology will be most effective DO IT! It also means that this classroom tool is just as effective if you use low tech methods like a whiteboard and listed class rules. This takes less pressure off of you, as you can decide what’s best for your classroom! Stay consistent, try using this contingency for at least one month before deciding if it works for your classroom. Remember, the purpose of this game is to reward “good” behavior. So, if you see any student doing what they are supposed to be doing, reward it! The more you can reward the better, even if it is at the end of the day or a time that is convenient for you. In order for the students to want to participate, we suggest conducting a preference assessment. This will get the class involved in collectively choosing what they are working towards. It can be simple, such as a homework pass, extra free time or Friday donuts! If you want additional resources on preference assessments and how to conduct them in the classroom, see our resource library! To make things extra easy, we have created downloadable resources for you to use in your classroom! Click on the product for a free download. If you want customized rules for your classroom, we would be happy to do the work for you! Click the "custom" product below.
Article Reference:
Bohan, C., McDowell, C., & Smyth, S. (2022, January 26). Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game with Adolescent Students. Journal of Positive Behavior Interventions, 24(3), 208-221. doi:10983007211068534
Additional References:
Barrish, H. H., Saunders, M., Wolf, M. M. (1969). Good Behavior Game: Effect of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119–124. https://doi.org/10.1901/jaba.1969.2-119
Bowman-Perrott, L., Burke, M. D., Zaini, S., Zhang, N., Vannest, K. (2016). Promoting positive behavior using the Good Behavior Game: A meta-analysis of single-case research. Journal of Positive Behavior Interventions, 18(3), 180–190. https://doi.org/10.1177/1098300715592355
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