The impact of the Good Behavior Game (GBG) on students’ classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students’ academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students’ writing output while playing the GBG versus when the game is not played. The purpose of the current study was to systematically introduce the GBG during writing practice time in a Grade 1 and Grade 2 classroom, and observe any changes to all students’ academic engagement, disruptive behavior, as well as target students’ writing output using WE-CBM. Results indicated large increases in all students’ academic engagement and decreases in disruptive behavior when the GBG was played. For writing output, target students demonstrated modest improvement in the amount of words written and accuracy of writing when the game was played, especially students identified as having emerging writing skills. Future studies might continue to empirically explore the connection between behavioral intervention and academic output by replicating study procedures in different contexts and/or with alternative WE-CBM indices.

中文翻译：

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在良好行为博弈中衡量学术成果：单例设计研究

良好行为游戏（GBG）对学生课堂行为的影响已经研究了50年。尚未确定的是GBG对学生学习进度的影响。通过基于课程的书面表达量度（WE-CBM）的新兴研究，在玩GBG时和未玩游戏时，可能观察到学生写作输出的变化。本研究的目的是在1年级和2年级教室的写作练习期间系统地介绍GBG，并观察所有学生的学术投入，破坏性行为以及使用WE-煤层气。结果表明，玩GBG时，所有学生的学业投入都大大增加，破坏性行为减少。为了写输出，在玩游戏时，目标学生的书面单词数量和写作准确性有适度的提高，特别是被认为具有新兴写作技能的学生。未来的研究可能会继续通过在不同情况下和/或使用替代的WE-CBM指数复制研究程序，来从经验上探索行为干预与学术成果之间的联系。