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| The Good Behavior Game: A Simple, Best-Practice Procedure for Transforming Class-Wide Student Behavior |
| Thursday, May 21, 2020 |
| 8:00 AM–11:00 AM |
| Virtual |
| Area: EDC/CSS; Domain: Service Delivery |
| CE Instructor: P. Raymond Joslyn, Ph.D. |
| P. RAYMOND JOSLYN (Utah State University) |
| Description: The Good Behavior Game (GBG) is a well-established classroom management procedure that has been studied in our field for over 50 years. Extensive empirical research supports its use in reducing problem behavior (e.g., disruption) and increasing appropriate behavior (e.g., staying on task) in classrooms. Research has also demonstrated that the GBG can promote prosocial student interaction, increase teacher praise relative to reprimands, and may have long-term effects for students (e.g., decreased prevalence of substance abuse disorders, mental health needs, delinquency, and incarceration). The GBG is effective across school settings (e.g., mainstream, special education, alternative schools) and student age groups (e.g., preschool through high school and college), flexible and customizable, and easy to implement. However, despite the strong evidence supporting its use, it is currently underutilized in education. This is at least partially due to inadequate dissemination and possible misperceptions about its effectiveness, required effort, and utility across populations and settings. The goal of this workshop is to disseminate this best-practice procedure and provide the necessary skills and tools for attendees to do so as well. Attendees will be able to implement the GBG and its variations, train school staff (e.g., teachers, paraprofessionals), and troubleshoot to overcome implementation barriers. The presenter will share tips from his research and clinical experience for getting teacher and student buy in and discuss his own peer-reviewed research on the GBG, which includes extending the GBG to schools for children with emotional and behavioral disorders and delinquency, adapting the GBG to individual classrooms, methods for quickly and efficiently training teachers, and variations that reduce implementation effort. |
| Learning Objectives: Attendees will be able to: 1) Discuss the current and past research supporting the use of the Good Behavior Game 2) Describe the key components of the Good Behavior Game and be able to implement the procedure 3) Describe variations of the Good Behavior Game and contexts in which they are appropriate 4) Discuss methods for training teachers and overcoming barriers to implementing the Good Behavior Game |
| Activities: Workshop objectives will be taught through lecture, demonstration, group discussion, and small group breakout (group size permitting). Supplemental materials and resources summarizing core content and troubleshooting will be provided. |
| Audience: This workshop is primarily intended for school-based practitioners (e.g., BCBAs, school psychologists), behavior support staff, and teachers (e.g., elementary, middle, high school, special education) who want to learn about evidence-based classroom behavior management. |
| Content Area: Practice |
| Instruction Level: Intermediate |