Effects of Good Behavior Game in a Swedish Sample

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

44 participants

Study Classification

INTERVENTIONAL

Study Start Date

2021-08-17

Study Completion Date

2022-06-14

Brief Summary

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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.

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Detailed Description

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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.

Conditions

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Problem Behavior

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

All participants in the intervention group receive the same GBG intervention. The control condition consists of service-as-usual (SAU).

Primary Study Purpose

PREVENTION

Blinding Strategy

SINGLE

Outcome Assessors

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Study Groups

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Good Behavior Game

28 classes receiving Good Behavior Game intervention

Group Type EXPERIMENTAL

Good Behavior Game

Intervention Type BEHAVIORAL

Universal school-based intervention reinforcing prosocial behaviors and discouraging disruptive behaviors in young students.

Service-as-usual

16 classes receiving usual classroom teaching

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Good Behavior Game

Universal school-based intervention reinforcing prosocial behaviors and discouraging disruptive behaviors in young students.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* Eligibility is based on school or classroom level factors. Schools must have at least one classroom with a group of students enrolled in grades K, 1, 2, or 3.