Abstract
Background: The Good Behavior Game (GBG) is a classroom behavior management strategy focused on socializing children to the role of student and aimed at reducing early aggressive, disruptive behavior, a confirmed antecedent to service use. The GBG was tested in a randomized field trial in 19 elementary schools with two cohorts of children as they attended first and second grades. This article reports on the impact of the GBG on service use through young adulthood. Methods: Three or four schools in each of five urban areas were matched and randomly assigned to one of three conditions: (1) GBG, (2) an intervention aimed at academic achievement, or (3) the standard program of the school system. Children were assigned to classrooms to ensure balance, and teachers and classrooms were randomly assigned to intervention conditions. Results: This study provides evidence of a positive impact of a universal preventive intervention on later service use by males, although not by females, for problems with emotions, behavior, or drugs or alcohol. For both cohorts, males in GBG classrooms who had been rated as highly aggressive, disruptive by their teachers in the fall of first grade had a lower rate of school-based service use than their counterparts in control classrooms. Replication: The design employed two cohorts of students. Although both first- and second-grade teachers received less training and support with the second cohorts of students than with the first cohort, the impact of GBG was similar across both cohorts.
| Original language | English (US) |
|---|---|
| Journal | Drug and Alcohol Dependence |
| Volume | 95 |
| Issue number | SUPPL. 1 |
| DOIs | |
| State | Published - Jun 1 2008 |
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Keywords
- Aggressive, disruptive behavior
- Classroom behavior management
- Developmental epidemiology
- Good Behavior Game
- Mental health service use
- Universal prevention
ASJC Scopus subject areas
- Medicine(all)
- Behavioral Neuroscience
- Toxicology
- Health(social science)
Cite this
Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol. / Poduska, Jeanne M.; Kellam, Sheppard G.; Wang, Wei; Brown, C. Hendricks; Ialongo, Nicholas S; Toyinbo, Peter.
In: Drug and Alcohol Dependence, Vol. 95, No. SUPPL. 1, 01.06.2008.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol
AU - Poduska, Jeanne M.
AU - Kellam, Sheppard G.
AU - Wang, Wei
AU - Brown, C. Hendricks
AU - Ialongo, Nicholas S
AU - Toyinbo, Peter
PY - 2008/6/1
Y1 - 2008/6/1
N2 - Background: The Good Behavior Game (GBG) is a classroom behavior management strategy focused on socializing children to the role of student and aimed at reducing early aggressive, disruptive behavior, a confirmed antecedent to service use. The GBG was tested in a randomized field trial in 19 elementary schools with two cohorts of children as they attended first and second grades. This article reports on the impact of the GBG on service use through young adulthood. Methods: Three or four schools in each of five urban areas were matched and randomly assigned to one of three conditions: (1) GBG, (2) an intervention aimed at academic achievement, or (3) the standard program of the school system. Children were assigned to classrooms to ensure balance, and teachers and classrooms were randomly assigned to intervention conditions. Results: This study provides evidence of a positive impact of a universal preventive intervention on later service use by males, although not by females, for problems with emotions, behavior, or drugs or alcohol. For both cohorts, males in GBG classrooms who had been rated as highly aggressive, disruptive by their teachers in the fall of first grade had a lower rate of school-based service use than their counterparts in control classrooms. Replication: The design employed two cohorts of students. Although both first- and second-grade teachers received less training and support with the second cohorts of students than with the first cohort, the impact of GBG was similar across both cohorts.
AB - Background: The Good Behavior Game (GBG) is a classroom behavior management strategy focused on socializing children to the role of student and aimed at reducing early aggressive, disruptive behavior, a confirmed antecedent to service use. The GBG was tested in a randomized field trial in 19 elementary schools with two cohorts of children as they attended first and second grades. This article reports on the impact of the GBG on service use through young adulthood. Methods: Three or four schools in each of five urban areas were matched and randomly assigned to one of three conditions: (1) GBG, (2) an intervention aimed at academic achievement, or (3) the standard program of the school system. Children were assigned to classrooms to ensure balance, and teachers and classrooms were randomly assigned to intervention conditions. Results: This study provides evidence of a positive impact of a universal preventive intervention on later service use by males, although not by females, for problems with emotions, behavior, or drugs or alcohol. For both cohorts, males in GBG classrooms who had been rated as highly aggressive, disruptive by their teachers in the fall of first grade had a lower rate of school-based service use than their counterparts in control classrooms. Replication: The design employed two cohorts of students. Although both first- and second-grade teachers received less training and support with the second cohorts of students than with the first cohort, the impact of GBG was similar across both cohorts.
KW - Aggressive, disruptive behavior
KW - Classroom behavior management
KW - Developmental epidemiology
KW - Good Behavior Game
KW - Mental health service use
KW - Universal prevention
UR - http://www.scopus.com/inward/record.url?scp=42049110369&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=42049110369&partnerID=8YFLogxK
U2 - 10.1016/j.drugalcdep.2007.10.009
DO - 10.1016/j.drugalcdep.2007.10.009
M3 - Article
C2 - 18249508
AN - SCOPUS:42049110369
VL - 95
JO - Drug and Alcohol Dependence
JF - Drug and Alcohol Dependence
SN - 0376-8716
IS - SUPPL. 1
ER -