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Good Behaviour Game: Effects of Individual Contingencies for Group Consequences on Disruptive Behavior in a Classroom (Barrish et al, 1969)
Part of Soiléir's Original Voices Series
Behavior Analyst Certification Board Type 2 CE (1 CEU)
We've heard of the greats - Thorndike, Watson, Bandura, Skinner, Ainsworth - the fathers and mothers of behaviourism. We know their work and the impact it has on modern Applied Behaviour Analysis.
But often we know it third hand, or through the filter of a text book or of another person. These online learning credits give you the opportunity to read or revisit the classics, straight from the pen of the original thinkers.
This Paper Review focuses on the paper published in 1969 by Harriet Barrish and colleagues, entitled "Good Behavior Game: Effects of Individual Contingencies for Group Consequences on Disruptive Behavior in a Classroom". Over the last 40 years, this paper has gone on to drive a huge amount of research replicating, altering and expanding the original Good Behaviour Game, and continues to be widely used intervention in Applied Behaviour Analysis.
Simply read the paper by clicking on the link below and answer the quiz that follows correctly. When you have answered all questions correctly and achieved 100%, press the 'submit' button. Your certificate will then be e-mailed to you.
Be sure to edit your profile so your display name (in blue on the profile page at the top) includes your BCBA/BCaBA number. Otherwise it won't print on the certificate.
Participants who successfully complete the quiz will be awarded one Type 2 CEU that can be used as part of the requirements for the BACB certification cycle.
Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that included several "problem children". After baseline rates of the inappropriate behaviors were obtained, the class was divided into two teams "to play a game". Each out-of-seat and talking out response by an individual child resulted in a mark being placed on the chalkboard, which meant a possible loss of privileges by all members of the student's team. In this manner a contingency was arranged for the inappropriate behavior of each child while the consequence (possible loss of privileges) of the child's behavior was shared by all members of this team as a group. The privileges were events which are available in almost every classroom, such as extra recess, first to line up for lunch, time for special projects, stars and name tags, as well as winning the game. The individual contingencies for the group consequences were successfully applied first during math period and then during reading period. The experimental analysis involved elements of both reversal and multiple baseline designs
The paper is accessible through PubMed Central (PMC), which is a free archive of biomedical and life sciences journal literature at the U.S. National Institutes of Health's National Library of Medicine (NIH/NLM) provided there courtesy of Association for Behavior Analysis International. Please see the link below.
About the Course Instructor
Gillian Martin is a Chartered Psychologist and Board Certified Behaviour Analyst with over 20 years of experience supporting people using behaviour science in Ireland, the United Kingdom and the USA. As well as clinical work, she have always had a strong interest in staff well-being, training, development and supporting teams to think through new concepts and find solutions.The values that drive her work include respect, curiosity, equality and integrity.
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