This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior, rather than marks for breaking class rules. Research on the CBGG has garnered empirical interest in recent years; however, there is little published research on the game with adolescent populations. This study investigated if visual feedback displayed on a scoreboard during the CBGG is a necessary part of the game. This was examined by implementing the game both with and without overt visual feedback, using an ABACABAC reversal design. Academically engaged behavior and disruptive behavior were monitored. The CBGG was effective in both formats, leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group. This suggests that perhaps immediate visual feedback is not an essential component of the CBGG for adolescent, mainstream students. This may be a time-saving measure for teachers wishing to implement the game. Students and their teacher rated the game favorably on social validity measures.

这项研究调查了适合青少年学生使用的“被抓住的好游戏”（CBGG）。CBGG是良好行为博弈（GBG）的积极变体，该行为是课堂管理文献中流行的团体应急干预。在这个积极的版本中，学生团队获得的分数是他们从事良好行为的得分，而不是违反课堂规则的得分。近年来，对CBGG的研究引起了经验的兴趣。但是，关于青少年游戏的研究很少。这项研究调查了在CBGG期间记分板上显示的视觉反馈是否是游戏的必要部分。通过使用ABACABAC反转设计在有或没有明显的视觉反馈的情况下实施游戏来检验这一点。监测学术行为和破坏性行为。CBGG在两种形式下均有效，从而导致参与课程组的学术参与行为增加而破坏性行为减少。这表明对于青少年，主流学生而言，也许即时的视觉反馈并不是CBGG的必要​​组成部分。对于希望实施游戏的老师来说，这可能是节省时间的措施。学生和他们的老师在社交有效性方面对游戏给予了好评。