Positive Interventions

&
The Good Behavior Game

Advanced Behavior Modification

10/24/02
Holly Zumpfe
Positive Reinforcement Defined
 Positive reinforcement is a procedure where
someone is rewarded contingent on a specific
behavior.
 The point is to increase some specific behavior
 Example: A child is rewarded with football
cards for completing his physical therapy
exercises.
 We want to focus on increasing a positive
behavior!
Positive Reinforcement checklist

 Things to remember when starting a

positive behavior intervention
1. Select and define a behavior to increase
2. Choose the reinforcers for that behavior
3. Deliver the positive reinforcement
immediately following the behavior
4. Monitor student progress
The “Grab Bag” Reinforcement
Program
 The Grab Bag system gives the child the
opportunity to pick an item from the grab bag
after performing a desired/specified behavior.
– Edibles (e.g., candy, raisins, soda)
– Material “things” (e.g., stickers, pencils)
– Extra Privileges (e.g., extra time watching tv, stay
up 15 minutes later)
– Parental time (e.g. baking cookies with mom)
 The Grab Bag should include items that are
reinforcing to the child!!
Setting up the “Grab Bag”
1) Determine the behavior to increase
2) Collect baseline on the behavior
3) Choose the rewards for the grab bag
 put the items on 3X5 index cards and it is the index cards
that go in the actual grab bag
 Make sure the items are rewarding
4) The child must perform desired behavior to pick
from the grab bag.
5) The unpredictability of the prizes keeps the child
interested.
6) Monitor the targeted behavior.
Spinner Charts (Mystery Motivatior)
 (Show spinner)
 Make a menu of reinforcers for each number 1-6
 Smaller wedges represent more
popular/expensive items
 Larger wedges are usually less expensive and
easier to provide (I.e., hugs, high-fives, stickers,
pencils)
 Same behavior definition, baseline collection, and
performance monitoring used as in grab bag.
 A chance to spin is very motivating
Variations to Mystery Motivator
 Gradually increase the number of times they
must perform behavior before they get to
spin.
 Use a chart that includes erasable markers
(transparent, invisible ink) to indicate if the
child gets a reward that time (refer to Moore,
Waguespack, Wickstrom, Witt, & Gaydos,
1994).
 Chart weekly progress
Group-Oriented Contingencies
 What is a group contingency?
 One in which the presentation or loss of a
reinforcer is contingent upon the behaviors of the
group (or classroom).
 Why group?
 Time efficient
 Economical
 Impractical individual plans
 Quick remedy for disruptive classroom behaviors
 Peer influence
The “Good Behavior Game”
 Example of a group-oriented contingency
 Classroom (or group) divided into two
teams
 Teams compete against a set criterion
for a prize.
 So, teams not competing against each
other but encourages within group
cooperation
Is this Effective?
 Baer & Richards (1980)
 Reduced classroom disruptive behaviors from
baseline
 Good during an instructional period (I.e., math,
reading)
 When game in effect = talking and out of seat
behaviors occurred at lower levels from
baseline
 When game not in effect = disruptive behaviors
occurred more frequently
Effectiveness continued
 Swain, Allard, & Holborn (1982)
 Tooth brushing focus
 1st and 2nd grade students
 Home behavior rewarded at school
 Initiated with 1st graders, then 8 weeks later,
initiated with second graders
– What kind of design is this??????
 When initiated in both groups, increase in
tooth brushing occurred
Guidelines to Implementing a Group
Contingency
1) Choose a powerful reinforcer
2) Target a specific behavior/set of behaviors to target
3) Set an appropriate performance—you want to see
success!!
4) Combine other strategies/procedures if needed
5) Select appropriate group contingency
 Dependent
 Independent
 Interdependent
6) Monitor performance (baseline & intervention)
Procedure for Good Behavior
Game (Rathvon, 1999)
7) Select an instructional period (most
disruptive and most behavior problems)
8) Tell children about the game and the point of
the game is to “learn more during math” (for
example)
9) Explain the game
 Criterion
 Operationalize behaviors that get “tallies”
 Reward
 Winning team/Both Win
Procedure for Good Behavior
Game (Rathvon, 1999) cont…
1) Divide into 2 teams
2) Make a place on the chalkboard to keep
track of both team “tallies”
3) Tally disruptive targeted behaviors during
“game time”
4) Lower limits for criterion gradually
5) Deliver daily rewards at first and gradually
fade to weekly
 START WITH SUCCESS!!!!
 CAUTIONS
(During the Good Behavior Game)
 Disruptive students may act out more!
 If this happens:
– Remind them of rules
– If necessary break all disruptive children into a 3 rd
group
– Add a negative contingency if needed

 Expand game to other instructional periods!!!!

 Good Luck!