Middle school is a cornerstone for success in high school. However, cognitive, emotional, and behavioral engagement of adolescents often decline as they transition from elementary to middle school, resulting in lower school grades and more challenging behaviors, especially for adolescents with or at risk for emotional and behavioral disorders…

Disruptive classroom behavior produces a host of problems for students and teachers. The Good Behavior Game (GBG) is an effective procedure to reduce disruptive behavior. In this study, experimenters conducted the GBG in two preschool classes and demonstrated its effectiveness using a reversal design. Subsequently, experimenters systematically…

Research indicates that students with emotional and behavioral disorders (EBD) may engage in severe disruptions and off-task behaviors in the classroom setting that adversely impact the learning environment. This leads to many students identified as having EBD being placed in alternative education settings, such as restrictive schools or…

We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in…

Group contingencies have been indicated to be effective in reducing disruptive behavior and increasing academic engagement in school settings. Previous research has demonstrated their efficacy with a wide range of student ages, but there have been few studies with older students who engage in severe disruptive behavior. In the current study, we…

Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies…

The impact of the Good Behavior Game (GBG) on students' classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students' academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students' writing output while…

The good behavior game (GBG) is a class-wide contingency management strategy that involves rewarding teams who engage in low levels of disruptive behavior. The GBG has been found to be effective with neuro-typical individuals from preschool to high school. In Study 1, teachers and experimenters implemented the GBG on alternating days in an…

Problem behaviors are prevalent in schools and may result in negative effects for the students exhibiting those behaviors, teachers, and other students. Increasing on-task behaviors has been shown to minimize disruptive behaviors. The current study utilized an interdependent group contingency-based intervention, Class-Wide Function-related…

During the transition from the elementary to middle grades, young adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle level school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering…

The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial…

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven…

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS…

The Good Behaviour Game (GBG) is a universal behaviour management intervention that aims to to improve pupil behaviour with the following core elements: classroom rules, team membership, monitoring of behaviour, and positive reinforcement (rewards). While it is primarily used with children in primary schools, it can also be implemented in early…

Appropriate and effective classroom management skills are critical in supporting students' academic, social, and behavior development in schools; however, teachers often cite needing help with classroom management as their greatest need. Given this concern, school psychologists need effective and efficient strategies to offer to teachers and…