Resumo

JOSLYN, P. Raymond; VOLLMER, Timothy R.  e  HERNANDEZ, Varsovia. Implementation of the Good Behavior Game in Classrooms for Children with Delinquent Behavior. Acta de investigación psicol [online]. 2014, vol.4, n.3, pp.1673-1681. ISSN 2007-4719.

The good behavior game (GBG) is an interdependent group contingency procedure designed to reduce disruptive behavior in classroom settings. In the GBG, a class is divided into groups, simple rules are made, and contingencies are placed on the students' rule-following behavior. This procedure has been proven effective across various student ages, and its simplicity and long-term effects have contributed to its popularity in school settings. Although it has been systematically evaluated across a wide range of student ages, research on the GBG is lacking in the area of population- and setting-specific assessments. In this evaluation, the GBG was implemented in three classrooms (student ages 7-12) at a school for children with severe problem behavior; in particular, these students had already displayed behavior that might be described as "delinquent" or "predelinquent." Disruptive behavior substantially decreased across all three classrooms as a result of the intervention. This application extends the current literature by systematically replicating the results of the GBG with a different population. Implementation of the GBG, population-specific obstacles, results, and future directions are discussed.

Palavras-chave : Good Behavior Game; Classroom; Delinquent Behavior.