The Good Behavior Game: Application in a Before School Childcare Setting

Abstract

It is important to provide intervention for childhood problem behaviors in order to prevent more serious behaviors from developing. Non-classroom settings are environments in which problem behaviors tend to occur more frequently than classroom settings and are areas in particular need of effective behavior intervention. The purpose of this study was to examine the effectiveness, implementation fidelity, and acceptability of the Good Behavior Gene-Reinforcement (GBG-R) targeting student behaviors in a before-school childcare setting. The study utilized a multiple baseline across groups design. Results indicated that the intervention was moderately effective for improving target behaviors, was implemented with moderate fidelity, and was rated as highly acceptable to childcare program staff members. Results suggest that the GBG-R may be an effective intervention in this non-classroom setting; however, the feasibility of implementing this intervention in this setting is potentially problematic. These findings are consistent with other examinations of GBG acceptability, but differ from the literature on GBG effectiveness. The setting of this study is unique within the literature. The study's results have important implications for research and practice.