International And Cross-Cultural Application Of The Good Behavior Game Julene D. Nolan, M.S., Kevin Filter, Ph.D., & Daniel Houlihan, Ph.D. Introduction Disruptive classroom behavior is frequently cited as a critical component in teacher job dissatisfaction and burnout. As corporal punishment is eliminated in many classrooms worldwide, teachers report a perception of increased disruptive classroom behavior that many feel ill equipped to address. Teachers also often report a lack of training in evidence-based behavior management tools that have been studied with international populations and culturally, linguistically, and socioeconomically diverse populations. The Good Behavior Game offers teachers a classroom-wide behavior management tool that has been studied both in the United States and abroad with students from diverse backgrounds, primarily in developed countries or large cities within developing countries. This intervention is based on basic and well-tested principles of behavior theory and has a long and defensible history indicating its efficacy across cultural, linguistic, and socio-economic traditions. However, use of this tool in developing countries with few resources and diverse student populations has not been fully investigated. This research investigates the use of the Good Behavior Game in classrooms within a small, Central American town, where corporal punishment has been recently banned, educational resources are limited, and the population is both international and diverse. Findings Results from the current study indicate that the GBG is effective in reducing out of seat, talking out, and tattling across three diverse elementary classrooms in Belize, Central America, where corporal punishment in the classrooms has recently been banned. Evidence further indicates that teachers were able to implement this intervention with fidelity and that both teachers and students report high to moderately high treatment acceptability. A unique strength to this investigation includes measurement of treatment fidelity across baseline to ensure that treatment was completely withdrawn which bolsters the conclusion that change in levels was due to intervention. Procedures Voluntary consent was obtained from teachers who were subsequently trained on the intervention. An adaptation period of 3 days was implemented prior to data collection, followed by Baseline data collection and GBG Intervention in a MBD across classroom with ABAB phase change design. Follow-up was conducted 2-weeks and 2-months post data-collection. Measurement IOA was collected on 30% of observations across all phases and yielded a mean of 96% and SD of 2.80. Fidelity of implementation was collected on 43% of observations across all phases and yielded a mean of 88% and SD of .47. Treatment acceptability data were collected for students and teachers using adapted versions of CIRP and IRP. Results indicated high treatment acceptability for students (M=5.21/6 SD=1.49) and moderately high acceptability for teachers (M=4.98/6 SD=.84). Implications The GBG is effective across cultures, in schools with limited resources, and is a more humane alternative to corporal punishment. Therefore, it offers an effective tool for all teachers regardless of level of training, availability of resources, and diversity of student participants. Because of the immediate and positive effects of the GBG, it may serve as a first step in classroom behavior management strategies in places where behavioral theory is not well understood. It also may be a conduit through which Positive Behavior Supports (PBIS) that focus on rewarding positive behavior rather than punishing undesired behavior may be introduced. Results Method Limitations Methods This study was conducted in one town, at one private school in Belize, Central America and results may not generalize to all of Belize or all developing countries. However, this school was selected for its uniquely diverse population to demonstrate the GBG’s effectiveness in diverse classrooms. No data were collected on individual student performance and fidelity of implementation was collected on only 43% of observations. No inter-rater reliability was collected on fidelity observations, however this is similar to procedures implemented in existing research with the GBG. Participants Student participants included 32 diverse (19% Mestizo, 10% Kriol, 29% Spanish, 32% North American, 10% Mayan) private elementary school students in 3 classrooms in Belize, Central America grade equivalent to US K, 2, 4-5. Teacher participants were 3 female teachers with a range of teaching experience and limited classroom resources. Setting Data were collected during Math and Reading for 20 mins/day. All phases of baseline and intervention were held in regular classrooms during class time. Target behaviors Operationally defined target behaviors included sitting improperly, talking out, and tattling. Daily reinforcers Student preference assessment was used to determine preferred reinforcers. These included small tangibles (candies, pencils, stickers, erasers) and extra free time. Percent of 15-second intervals with targeted behavior by classroom Acknowledgements Thank you to the Department of Graduate Studies at Minnesota State University-Mankato for making this research possible. Thank you to the students, teachers, and administrators of Belize, Central America for your grace and hospitality. Thank you to Sara Ebsen and Angela Christenson for your assistance in data collection and ceviche procurement. Classroom 1 Baseline M=47% GBG Intervention M=9% Classroom 2 Baseline M=23% GBG Intervention M=3% Classroom 3 Baseline M=44% GBG Intervention M=8% For additional information regarding this study, please contact Julene Nolan at julene.nolan@mnsu.edu or Dr. Filter at kevin.filter@mnsu.edu