Good Behaviour Game in The Classroom

Introduction

The article “Effects of the Good Behaviour Game Across Classroom Contexts,” written by Brittany Pennington and Jennifer J. McComas and published in The Journal of Applied Behaviour Analysis in the winter edition of 2017, explores the impact that the Good Behaviour Game has on positive behaviours in children in a classroom setting. Pennington and McComas describe the Good Behaviour Game as a strategy where teachers divide the class into smaller groups and award points for each instance where students focus on their responsibilities as a group or conform to the established rules (Pennington & McComas, 2017).

Implementation and Observation

Teachers have the ability to manipulate the point system structure to essentially praise good behaviours or provide incentives to avoid problematic behaviours. Qualified observers spent a total of seven weeks at this particular school, visiting three out of the five days each week. They focused on three students—one girl and two boys—all aged around eight years old, of Native American descent, and either diagnosed with or at risk of Emotional Behavioural Disorder. The school is located in a city where it is implied that the students come from lower-income homes. Observers chose two different times to record data: during the beginning of “Morning Meetings” and during “Math Rotations.”

Results and Analysis

Each child showed a significant increase in positive behaviours when there was the possibility of winning a prize. However, once the game concluded, they returned to their normal behaviours. These results suggest that while the game effectively increases positive behaviours, its effects are temporary. Pennington and McComas (2017) propose introducing a new reinforcement that can extend its significance to other aspects of an individual's life to prolong the effects of the game. Additionally, the study's focus on only three children presents limitations, as individuals are unique and respond differently to various situations and environments. Therefore, the Good Behaviour Game may not be universally effective for everyone.

Conclusion

In conclusion, the Good Behaviour Game demonstrates potential in promoting positive behaviours in classroom settings, but its temporary nature indicates the need for supplementary strategies. Further research could explore diverse contexts and a broader range of participants to better understand the game's adaptability and effectiveness across different student demographics. As educational environments continue to evolve, adapting behavioural strategies to meet the diverse needs of students remains crucial.

References

Pennington, B., & McComas, J. J. (2017). Effects of the Good Behaviour Game Across Classroom Contexts. The Journal of Applied Behaviour Analysis, Winter Edition.