Effects of Good Behavior Game in a Swedish Sample
Condition: Problem Behavior
MeSH terms: Problem Behavior
Study type: Interventional

Summary: 
      This project seeks to study the impact of Good Behavior Game (GBG), a behavior management
      program, on classroom environment and problem behavior in K-3 classrooms.

      The goal of this randomized trial is to study the impact of Good Behavior Game (GBG), a
      behavior management program, on classroom environment and problem behavior in K-3 classrooms
      in Sweden. The main question it aims to answer is:

      • Does GBG decrease problem behaviors in K-3 classrooms?

      Teachers in the intervention group will be trained in GBG and asked to implement it in their
      respective classrooms. Teachers in the comparison group will provide usual practice.
    

Detailed description: 
      Background: Early conduct problems are prevalent and a prominent risk factor for several
      adverse health-related and psychosocial outcomes in later life. Good Behavior Game (GBG) is a
      promising school-based behavior management program with the potential of reaching many
      children in their formative years.

      Primary objective: To study the effectiveness of Good Behavior Game in reducing problem
      behaviors in Swedish K-3 classrooms under real-world conditions.

      Secondary objectives: To investigate changes in problem behaviors in common school areas,
      classroom climate, teacher collective efficacy, on-task behavior, and behavioral management
      practices as a result of teacher training in GBG. The study also seeks to investigate
      implementation as a moderator, as well as potential barriers and facilitators in regards to
      implementation.

      Type of trial: Cluster-randomized controlled trial

      Trial design and methods: Recruitment of schools in a Swedish municipality started early
      2021. In May 2021, 5 schools were randomized to either intervention group or wait-list
      (service-as-usual). Data collection started in August 2021 and ended in June 2022. The
      intervention group received training in GBG from September 2021 to May 2022 by certified
      trainers who also collected fidelity data through observations throughout the school year.
      Teacher ratings and observer data was collected at baseline (August 2021), along with a first
      (November 2021) and second follow-up (May 2022, primary endpoint) throughout the first school
      year of implementation.

      Statistical methodology and analysis: Statistical analysis will primarily include frequentist
      intent-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model
      using weakly informative priors.
    

Intervention name(s): Good Behavior Game
Intervention type(s): Behavioral
Intervention description(s): Universal school-based intervention reinforcing prosocial behaviors and discouraging disruptive behaviors in young students.
Allocation: Randomized
Intervention model: Parallel Assignment
Intervention model description: All participants in the intervention group receive the same GBG intervention. The control condition consists of service-as-usual (SAU).
Masking: Single (Outcomes Assessor)
Primary purpose: Prevention
Keywords: Problem Behavior; School; Prevention