The Good Behavior Game for Latino English Language Learners in a small-group setting

Abstract

The Good Behavior Game (GBG) is a group contingency intervention that has effectively reduced disruptive behavior and improved classroom management in many replications, for various settings and populations. The student composition of American public schools is changing, leading to culturally and linguistically diverse classrooms with unique psychoeducational needs. The present study used a single-subject, delayed multiple baseline design across two students to evaluate the GBG as a targeted intervention for third-grade Latino English Language Learners (L-ELLs) who participated in a small group for behavior support. Results suggested that the intervention had a moderate effect on the interrupting behavior of the target students, although outcomes for out-of-seat behavior were found to be negligible. Overall, the results continue to provide further support for the use of the GBG with culturally and linguistically diverse students, suggesting a potentially positive impact for the individual student in a small-group setting.

Keywords::

• Good Behavior Game
• English Language Learners
• disruptive behavior

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Notes on contributors

Jennifer Ortiz

Jennifer Ortiz earned her 6th year certificate in school psychology from the University of Connecticut in 2012, and her PhD in 2015. She holds her Connecticut state certification, and currently works as a bilingual school psychologist for the Consolidated School District of New Britain.

Melissa A. Bray

Melissa A. Bray, PhD, is a Fellow of both the American Psychological Association and the American Psychological Society. Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the State of Connecticut, holds national certification in school psychology, state certification in school psychology, and licensure in speech language pathology. Since receiving her doctorate in 1997, she has published or has in press over 150 articles, chapters, and reviews in the professional literature, and has presented over 90 scholarly papers at national and international conferences. A recent study determined that Dr. Bray was the most prolific contributor to the 5 primary journals in school psychology. Further, she serves as associate editor of the International Journal of School & Educational Psychology and has served as an associate editor of School Psychology Quarterly. She is on the editorial boards of the Journal of School Psychology, Gifted Child Quarterly, and the International Journal of School & Educational Psychology. Of interest, she is the coeditor of the first Oxford handbook of school psychology. She has also guest edited 8 issues of Psychology in the Schools on video self-modeling, behavior disorders, positive psychology, statistical reform, childhood obesity, counseling, and emotional disorders. As coprinciple investigator, she has secured over $1.5 million in student training contracts. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious American Psychological Association Division 16's Lightner Witmer Award, the division's highest honor given to young scholars. She has also been involved in state, national, and international professional associations including service as Vice-President of Social, Ethical Responsibility, and Ethnic Minority Affairs, APA's Division 16 Executive Committee. Dr. Bray has also served as Division 16's convention chair, hospitality suite coordinator, chair of the division's publications committee, and as a member of the conversation videotape series. Her research interests are in the area of interventions for communication disorders, classroom disruptive behavior, and physical health and wellness, especially asthma and cancer.

Evelyn Bilias-Lolis

Evelyn Bilias-Lolis, PhD, is an assistant professor for the Department of Psychological and Educational Consultation in the Graduate School of Education and Allied Professions (GSEAP). She has extensive experience in the systematic assessment of school climate and has led district-level school climate reform efforts in the local area. Her research interests include the promotion of positive psychology in the schools and the design, delivery, and assessment of mechanisms that foster inclusive, resilient, and compassionate learning environments. She has presented her work at national and international conference venues and has hosted over 100 professional development workshops for local school districts. In 2015, she was named Alpha Sigma Nu (the Jesuit Honor Society) Graduate Teacher of the Year.

Thomas J. Kehle

Thomas J. Kehle, PhD, is a fellow of the American Psychological Association, the Association for Psychological Science, and the American Association of Applied and Preventative Psychology. He is licensed as a psychologist in the States of Connecticut, Utah (inactive), and Ohio (inactive). He is also a member of the National Register of Health Service Providers in Psychology, a charter member of the Society for the Study of School Psychology, and an honorary member of the American Academy of School Psychology. Dr. Kehle serves as an Associate Editor of Psychology in the Schools and on the editorial boards of the Journal of Psychoeducational Assessment, Gifted Child Quarterly, and the International Journal of School and Educational Psychology. He has been involved in state, national, and international professional associations, including serving for several years as a folio reviewer for the National Association of School Psychologists, and as a site visitor for the American Psychological Association. Professor Kehle's publication record is substantial in that he has published or has in press over 185 peer-reviewed articles, chapters, and reviews in the professional literature, and has presented over 155 papers at national and international conferences. In a recent study, it was determined that Dr. Kehle was the second most prolific contributor to school psychology journals over the last decade. In addition, in the capacity of principal or coprincipal investigator, he has secured over $2.2 million in contracts that primarily have been used to support students. Dr. Kehle's research interests involve evidence-based interventions to promote children's academic and social functioning, and their sense of psychological well-being.