CoChat
Sign Up
Cited by 365Behavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional DevelopmentCrime Patterns and Interventions

The DOI matches its Crossref record; its reference list is not available.

The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine

Embry, Dennis D.·2002·Clinical Child and Family Psychology Review
DOI 10.1023/a:1020977107086
Open this paper in CoChat — free account

Abstract

A "behavioral vaccine" provides an inoculation against morbidity or mortality, impacting physical, mental, or behavior disorders. An historical example of a behavioral vaccine is antiseptic hand washing to reduce childbed fever. In current society, issues with high levels of morbidity, such as substance abuse, delinquency, youth violence, and other behavioral disorders (multiproblems), cry out for a low-cost, widespread strategy as simple as antiseptic hand washing. Congruent research findings from longitudinal studies, twin studies, and other investigations suggest that a possibility might exist for a behavioral vaccine for multiproblem behavior. A simple behavioral strategy called the Good Behavior Game (GBG), which reinforces inhibition in a group context of elementary school, has substantial previous research to consider its use as a behavioral vaccine. The GBG is not a curriculum but rather a simple behavioral procedure from applied behavior analysis. Approximately 20 independent replications of the GBG across different grade levels, different types of students, different settings, and some with long-term follow-up show strong, consistent impact on impulsive, disruptive behaviors of children and teens as well as reductions in substance use or serious antisocial behaviors. The GBG, named as a "best practice" for the prevention of substance abuse or violent behavior by a number of federal agencies, is unique because it is the only practice implemented by individual teacher…

Overview

Integrity signals

Registry

Crossref · 10.1023/a:1020977107086

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

No citation lists for this paper

No citation lists for this paper yet — checked again daily.

References 106 · Cited by 365

Research works printed but not linked: 105

  1. Andersson, T., Mahoney, J. L., Wennberg, P., Kuehlhorn, E., & Magnusson, D. (1999). The co-occurrence of alcohol problems and criminality in the transition from adolescence to young adulthood: A prospective longitudinal study on young men. Studies on Crime and Crime Prevention, 8, 169–188.
  2. Ary, D. V., Duncan, T. E., Biglan, A., Metzler, C. W., Noell, J. W., & Smolkowski, K. (1999). Development of adolescent problem behavior. Journal of Abnormal Child Psychology, 27, 141–150. · DOI
  3. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97. · DOI · Paper page
  4. Baldwin, S. (1999). Applied behavior analysis in the treatment of ADHD: A review and rapprochement. Ethical Human Sciences and Services, 1, 35–59.
  5. Barlow, D. H., & Hersen, M. (1973). Single-case experimental designs: Uses in applied clinical research. Archives of General Psychiatry, 29, 319–325. · DOI
  6. Barrish, H., Saunders, M., & Wolf, M. M. (1969). Good Behavior Game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119–124. · DOI
  7. Biglan, A. (2001,August 9–10). Palo Alto Summit on Improving the Prevalence of Successful Adolescence. Keynote speech at 2nd National Conference on Drug Abuse Prevention Research: A Progress Update, Omni Shoreham Hotel,Washington, DC.
  8. Bostow,D., & Geiger, O.G. (1976). Good Behavior Game:Areplication and systematic analysis with a second grade class.SALT: School Applications of Learning Theory, 8, 18–27.
  9. Buss, D. M. (1984). Evolutionary biology and personality psychology: Toward a conception of human nature and individual differences. American Psychologist, 39, 1135–1147. · DOI
  10. Carlson, C. L., Pelham, W. E., Milich, R., & Dixon, J. (1992). Single and combined effects of methylphenidate and behavior therapy on the classroom performance of children with attentiondeficit hyperactivity disorder. Journal of Abnormal Child Psychology, 20, 213–221. · DOI · Paper page
  11. Catalano,R. (2001,August 10). Understanding community risk and protective factors. Paper presented at the Second National Conference on Drug Abuse Prevention Research, National Institute on Drug Abuse and Robert Wood Johnson Foundation, Washington, DC.
  12. Catania, A. C. (1992). Learning (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
  13. Champion, L.A., Goodall, G.M., & Rutter, M. (1995). Behavioral problems in childhood and stressors in early adult life: A 10-year follow-up of London school children. Psychological Medicine, 25, 231–246. · DOI
  14. Cloninger, R. C. (1994). A systematic method for clinical description and classification of personality variants. Current Opinion in Neurobiology, 4, 573–588. · DOI
  15. Cloninger, R. C., Adolfsson, R., & Svrakic, N. (1996). Mapping genes for human personality. Nature Genetics, 12, 3–4. · DOI
  16. Cloninger, R. C., Sigvardson, S., & Bohman, M. (1988). Childhood personality predicts alcohol abuse in young adults. Alcohol Clinical Experimental Research, 122, 494–505. · DOI
  17. Comings, D. E. (1995). The role of genetic factors in conduct disorder based on studies of Tourette syndrome and ADHD probands and their relatives. Journal of Developmental and Behavioral Pediatrics, 16, 142–157. · DOI
  18. Comings, D. E., Gade, R., Muhleman, D., & MacMurray, J. (1996). Role of the HTR1A serotonin receptor gene in Tourette syndrome and conduct disorder. Psychiatric Genetics, 6, 166.
  19. Comings, D. E., Gade, R., Wu, S., Chiu, C., Dietz, G., Muhleman, D., et al. (1996). Dopamine D1 receptor gene and addictive behaviors. Psychiatric Genetics, 6, 158.
  20. Comings, D. E., Gade-Andavolu, R., Gonzalez, N., Wu, S., Muhleman,D., Blake, H., et al. (2000). Comparison of the role of dopamine, serotonin, and noradrenaline genes in ADHD, ODD and conduct disorder: Multivariate regression analysis of 20 genes. Clinical Genetics, 57, 178–196. · DOI
  21. Darveaux, D. X. (1984).TheGoodBehaviorGameplus merit: Controlling disruptive behavior and improving student motivation. School Psychology Review, 13, 510–514. · DOI
  22. Dishion, T. J., McCord, J., & Poulin, F. (1999).When interventions harm peer groups and problem behavior. American Psychologist, 54, 755–764. · DOI
  23. Dishion, T. J., Spracklen, K. M., Andrews, D.W., & Patterson, G. R. (1996). Deviancy training in male adolescents friendships. Behavior Therapy, 27, 373–390. · DOI · Paper page
  24. Disney, E. R., Elkins, I. J., McGue, M., & Iacono, W. G. (1999). Effects of ADHD, conduct disorder, and gender on substance use and abuse in adolescence. American Journal of Psychiatry, 156, 1515–1521. · DOI
  25. Dolan, L. J., Kellam, S. G., Brown, C. H., Werthamer-Larson, L., Rebok, G.W., Mayer, L. S., et al. (1993).The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14, 317–345. · DOI
  26. Eddy, J. M., Reid, J. B., & Fetrow, R. A. (2000). An elementaryschool based prevention program targeting modifiable antecedents of youth delinquency and violence: Linking the Interests of Families and Teachers (LIFT). Journal of Emotional and Behavioral Disorders, 8, 165–176. · DOI
  27. Embry, D. D. (2002). Nurturing the genius of genes: The new frontier of education, therapy, and understanding of the brain. Brain and Mind, 9, 101–132. · DOI
  28. Embry, D.D., & Flannery, D. J. (1999). Two sides of the coin: Multilevel prevention and intervention to reduce youth violent behavior. In D. J. Flannery & C. R. Huff (Eds), Youth violence: Prevention, intervention and social policy. Washington, DC: American Psychiatric Press.
  29. Embry, D.D., Flannery, D. J., Vazsonyi, A.T., Powell, K. E., & Atha, H. (1996). Peacebuilders:Atheoretically driven, school-based model for early violence prevention. American Journal of Preventive Medicine, 12, 91–100. · DOI
  30. Embry, D. D., & Malfetti, J. M. (1982). A field trial of the safe playing program. Falls Church, VA: American Automobile Association Foundation for Traffic Safety.
  31. Embry, D.D., & McDaniel, R. (2001). ReclaimingWyoming:Acomprehensive blueprint for substance abuse treatment, intervention and prevention. Cheyenne, WY: Substance Abuse Division, Department of Health. (downloadable at www.wywins.net or www.paxtalk.com)
  32. Embry, D. D., & Straatemeier, G. (2001). The PAX Acts Game Manual: How to apply the Good Behavior Game. Tucson, AZ: PAXIS Institute.
  33. Fishbein, J. E., & Wasik, B. H. (1981). Effect of the Good Behavior Game on disruptive library behavior. Journal of Applied Behavior Analysis, 14, 89–93. · DOI
  34. Frick, P. J., Kuper, K., Silverthorn, P., & Cotter, M. (1995). Antisocial behavior, somatization, and sensation-seeking behavior in mothers of clinic-referred children. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 805–812. · DOI
  35. Gadow, K. D., Nolan, E. E., Sverd, J., Sprafkin, J., & Paolicelli, L. (1990). Methylphenidate in aggressive-hyperactive boys. I: Effects on peer aggression in public school settings. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 710–718. · DOI
  36. Goodman, R., & Scott, S. (1999). Comparing the Strengths and Difficulties Questionnaire and the Child Behavior Checklist: Is small beautiful? Journal of Abnormal Child Psychology, 27, 17–24. · DOI · Paper page
  37. Gottfredson, G. D. (1988). An evaluation of an organizational development approach to reducing school disorder. Evaluation Review, 11, 739–763. · DOI
  38. Grandy, G. S., Madsen, C. H., & De Mersseman, L. M. (1973). The effects of individual and interdependent contingencies on inappropriate classroom behavior. Psychology in the Schools, 10, 488–493. · DOI
  39. Greenwood, C. R., Terry, B., Utley, C. A., & Montagna, D. (1993). Achievement, placement, and services: Middle school benefits of Classwide Peer Tutoring used at the elementary school. School Psychology Review, 22, 497–516. · DOI
  40. Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P., Asher, K. N., Beland, K., et al. (1997). Effectiveness of a violence prevention curriculum among children in elementary school. JAMA, 277, 1605–1611. · DOI
  41. Harris, V. W., & Sherman, J. A. (1973). Use and analysis of the “Good Behavior Game” to reduce disruptive classroom behavior. Journal of Applied Behavior Analysis, 6, 405–417. · DOI
  42. Hegerle, D. R., Kesecker, M. P., & Couch, J. V. (1979). A behavior game for the reduction of inappropriate classroom behaviors. School Psychology Review, 8, 339–343. · DOI
  43. Herrnstein, R. (1970). On the law of effect. Journal of the Experimental Analysis of Behavior, 13, 243–266. · DOI · Paper page
  44. Huber,H. (1979).The value of a behavior modification programme, administered in a fourth grade class of a remedial school. Praxis der Kinderpsychologie und Kinderpsychiatrie, 28, 73–79.
  45. Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146–160. · DOI
  46. Ialongo, N. S., Werthamer, L., Kellam, S.G., Brown, C. H., Wang, S., & Lin,Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27, 599–641. · DOI · Paper page
  47. Johnson, M. R., Turner, P. F., & Konarski, E. A. (1978). The Good Behavior Game: A systematic replication in two unruly transitional classrooms. Education and Treatment of Children, 1, 25–33.
  48. Kellam, S. G., & Anthony, J. C. (1998). Targeting early antecedents to prevent tobacco smoking: Findings from an epidemiologically based randomized field trial. American Journal of Public Health, 88, 1490–1495. · DOI
  49. Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the First grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165–185. · DOI
  50. Kellam, S.G., Ling, X., Merisca, R., Hendricks, Brown, C., Ialongo, N. (2000). Erratum: The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development & Psychopathology, 12, 107. · DOI
  51. Kellam, S.G., Mayer, L. S., Rebok, G.W., & Hawkins, W. E. (1998). Effects of improving achievement on aggressive behavior and of improving aggressive behavior on achievement through two preventive interventions: An investigation of causal paths. In B. P. Dohrenwend (Ed.), Adversity, stress, and psychopathology (pp. 486–505). New York: Oxford University Press.
  52. Kellam, S. G., & Rebok, G.W. (1992). Building developmental and etiological theory through epidemiologically based reventive intervention trials. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 162–194). New York: Guilford Press.
  53. Kellam, S. G., Rebok, G. W., Ialongo, N., & Mayer, L. S. (1994). The course and maleability of aggressive behavior from early first grade into middle school: Results of a developmental epidemiologically-based preventive trial. Journal of Child Psychology and Psychiatry, 35, 259–281. · DOI
  54. Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, MA: Houghton Mifflin Co.
  55. Kolko, D. J., Bukstein, O.G., & Barron., J. (1999). Methylphenidate and behavior modification in children withADHDand comorbidODDor CD: Main and incremental effects across settings. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 578–586. · DOI
  56. Kosiec, L. E., Czernicki, M. R., & McLaughlin, T. F. (1986). The Good Behavior Game: A replication with consumer satisfaction in two regular elementary school classrooms. Techniques, 2, 15–23.
  57. Kosterman, R., Hawkins, J.D., Spoth, R., Haggerty, K. P., & Zhu, K. (1997). Effects of a preventive parent-training intervention on observed family interactions: Proximal outcomes from preparing for the drug free years. Journal of Community Psychology, 25, 337–352. · DOI
  58. Kotkin, R. (1998). The Irvine Paraprofessional Program: Promising practice for serving students withADHD. Journal of Learning Disabilities, 3, 556–564. · DOI
  59. Lazzaro, I., Gordon, E., Whitmont, S., Meares, R., & Clarke, S. (2001). The modulation of late component event related potentials by pre-stimulus EEG theta activity in ADHD. International Journal of Neuroscience, 107, 247–264. · DOI
  60. Lipsey, M. W. (1992). Juvenile delinquency treatment: A metaanalytic inquiry into the variability of effects. In T.D. Cook, H. Cooper, D. S. Corday, H. Hartmann, L. V. Hedges, R. J. Light, T. A. Louis, & F. Musteller (Eds.), Meta-analysis for explanation: A case book for explanation (pp. 83–125). New York: Russell Sage.
  61. Lynch, A. (2001). Thought contagion: How belief spreads through society. New York: Basic Books.
  62. Madrid, A., Anderson, B., Lee, J., MacMurray, J., & Comings, D. E. (2001). A possible role for stress in mediating variability in outcome of studies of the DRD2 Taq I polymorphism and alcoholism. Alcoholism, 23, 117–122. · DOI
  63. Malott, R. W., Whaley, D. L., & Malott, M. E. (1997). Elementary principles of behavior (3rd ed.). Upper Saddle River, NJ: Prentice-Hall
  64. Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peerassisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33, 62–94. · DOI
  65. Medland, M. B., & Stachnik, T. J. (1972). Good Behavior Game: A replication and systematic analysis. Journal of Applied Behavior Analysis, 5, 45–51. · DOI
  66. Moffitt, T. E. (1990). Juvenile delinquency and attention deficit disorder: Boys' developmental trajectories from age 3 to age 15. Child Development, 61, 893–910. · DOI
  67. Moffitt, T. E. (1993). Adolescence-limited and life-coursepersistent antisocial behavior: A developmental taxonomy. Psychological Review, 10, 674–701. · DOI · Paper page
  68. Northup, J., Fusilier, I., Swanson, V., Huete, J., Bruce, T., Freeland, J., et al. (1999). Further analysis of the separate and interactive effects of methylphenidate and common classroom contingencies. Journal of Applied Behavior Analysis, 32, 35–50. · DOI
  69. Oosterlaan, J., Logan, G. D., & Sergeant, J. A. (1998). Response inhibition in AD/HD, CD, comorbid AD/HD + CD, anxious, and control children: A meta-analysis of studies with the stop task. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 411–425.
  70. Patrick, C. A., Ward, P., & Crouch, D. W. (1998). Effects of holding students accountable for social behaviors during volleyball games in elementary physical education. Journal of Teaching in Physical Education, 17, 143–156. · DOI
  71. Patterson, G. R., De Baryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44, 329–335. · DOI · Paper page
  72. Patterson, G. R., Dishion, T. J., & Yoerger, K. (2000). Adolescent growth in new forms of problem behavior: Macro-and micropeer dynamics. Prevention Science, 1, 3–1. · DOI
  73. Patterson, G. R., Forgatch, M. S., Yoerger, K. L., & Stoolmiller,M. (1998). Variables that initiate and maintain an early-onset trajectory for juvenile offending. Development and Psychopathology, 10, 531–547. · DOI
  74. Patterson, G. R., & Stouthamer-Loeber, M. (1984). The correlation of family management practices and delinquency. Child Development, 55, 1299–1307. · DOI
  75. Pelham, W. E., Jr., & Fabiano, G.A. (2000). Behavior modification. Child and Adolescent Psychiatric Clinics of North America, 9, 671–688. · DOI
  76. Phillips, D., & Christie, F. (1986). Behaviour management in a secondary school classroom: Playing the game. Maladjustment and Therapeutic Education, 4, 47–53.
  77. Posavac, H. D., Sheridan, S. M., & Posavac, S. S. (1999, April). A cueing procedure to control impulsivity in children with attention deficit hyperactivity disorder. Behavior Modification, 23, 234–253. · DOI
  78. Quist, J. F., & Kennedy, J. L. (2001). Genetics of childhood disorders: XXIII. ADHD, Part 7: The serotonin system. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 253–256. · DOI
  79. Raine, A., Venables, P. H., & Mednick, S. A. (1997). Low resting heart rate at age 3 years predisposes to aggression at age 11 years: Findings from the Mauritius Joint Child Health Project. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1457–1464. · DOI
  80. Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventative intervention for conduct problems. American Journal of Community Psychology, 24, 483–517. · DOI
  81. Rogers, E.M. (1995). Diffusion of Innovations (4th Ed.).NewYork: The Free Press.
  82. Rutter, M. (1985). Family and school influences on cognitive development. Journal of Child Psychology and Psychiatry and Allied Disciplines, 26, 683–704. · DOI
  83. Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Somerset, UK: Open Books.
  84. Saigh, P. A., & Umar, A. M. (1983). The effects of a Good Behavior Game on the disruptive behavior of Sudanese elementary school students. Journal of Applied Behavior Analysis, 16, 339–344. · DOI
  85. Salend, S. J., Reynolds, C. J., & Coyle, E.M. (1989). Individualizing the Good Behavior Game across type and frequency of behavior with emotionally disturbed adolescents. Behavior Modification, 13, 108–126. · DOI
  86. Sanders, M. R. (1999). Triple P—Positive Parenting Program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2, 71–90. · DOI
  87. Schaie, K. W., & Baltes, P. B. (1975). On sequential strategies in developmental research: Description or explanation. Human Development, 18, 384–390. · DOI
  88. Shedler, J., & Block, J. (1990). Adolescent drug use and psychological health: A longitudinal inquiry. American Psychologist, 45, 612–630. · DOI
  89. Slavin, R. E. (1992). When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 145–173). New York: Cambridge University Press.
  90. Slutske, W. S., Heath, A. C., Dinwiddie, S. H., Madden, P. A., Bucholz, K. K., Dunne, M. P., et al. (1997). Modeling genetic and environmental influences in the etiology of conduct disorder: A study of 2,682 adult twin pairs. Journal of Abnormal Psychology, 106, 266–279. · DOI
  91. Slutske, W. S., Heath, A. C., Madden, P. A. F., Bucholz, K. K., Dinwiddle, S. H., Dunne, M. P., et al. (1995). Sex differences in the etiology of DSM-III-R conduct disorder. Psychiatric Genetics, 5, S80.
  92. Stoolmiller, M., Eddy, J. M., & Reid, J. B. (2000). Detecting and describing preventative intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior. Journal of Consulting and Clinical Psychology, 68, 296–306. · DOI
  93. Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Chicago, IL: Holt, Rinehart and Winston.
  94. Swiezy, N. B., Matson, J.L., & Box, P. (1992). The Good Behavior Game: A token reinforcement system for preschoolers. Child and Family Behavior Therapy, 14, 21–32. · DOI
  95. Tannock, R., Schachar, R. J., Car, R.P., Chajczyk,D., & Logan, G.D. (1989). Effects of methylphenidate on inhibitory control in hyperactive children. Journal of Abnormal Child Psychology, 17, 473–491. · DOI
  96. Tannock, R., Schachar, R. J., & Logan,G. (1995). Methylphenidate and cognitive flexibility: Dissociated dose effects in hyperactive children. Journal of Abnormal Child Psychology, 23, 235–266. · DOI
  97. Tingstrom, D. H. (1994). The Good Behavior Game: An investigation of teachers' acceptance. Psychology in the Schools, 31, 57–65. · DOI
  98. Tremblay, R. E., Pagani-Kurtz, L., Masse, L. C., Vitaro, F., & Pihl, R. (1995). A bimodal preventive intervention for disruptive kindergarten boys: Its impact through mid-adolescence. Journal of Consulting and Clinical Psychology, 63, 560–568. · DOI
  99. Tremblay, R. E., Pihl, R. O., Vitaro, F., & Dobkin, P. L. (1994). Predicting early onset of male antisocial behavior from reschool behavior. Archives of General Psychiatry, 51, 732–739. · DOI
  100. U.S. Surgeon General. (2001). Surgeon General's Report on Youth Violence. Department of Health and Human Services: Rockville, MD.
  101. Walker, H. M., Colvin, G., & Ramsey, E. (1995). Anti-social behavior in schools: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
  102. Walker, H. M., Stieber, S., Ramsey, E., & O'Neill, R. (1993). Fifth grade school adjustment and later arrest rate: A longitudinal study of middle school antisocial boys. Journal of Child and Family Studies, 2, 295–315. · DOI
  103. Warner, S. P., Miller, F. D., & Cohen, M.W. (1977). Relative effectiveness of teacher attention and the Good Behavior Game in modifying disruptive classroom behavior. Journal of Applied Behavior Analysis, 10, 737. · DOI
  104. Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems:Acomparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65, 93–109. · DOI · Paper page
  105. White, H. R., Loeber, R., Stouthamer-Loeber, M., & Farrington, D. (1999). Developmental associations between substance use and violence. Development and Psychopathology, 11, 785–803. · DOI · Paper page

Metadata

Authors
Embry, D. D.
Corresponding author
Embry, Dennis D.
ORCID
Embry, Dennis D.
Venue
Clinical Child and Family Psychology Review
Publisher
Springer Science and Business Media LLC
Published
2002-12
Volume
5
Issue
4
Pages
273-297
ISSN
  • 1096-4037 (ISSN-L)
  • 1573-2827
DOI
10.1023/a:1020977107086
OpenAlex
W2146475873
Cited by
365
References
106
Citations by year
2026: 5 · 2025: 8 · 2024: 7 · 2023: 15 · 2022: 17 · 2021: 40 · 2020: 61 · 2019: 14 · 2018: 16 · 2017: 18 · 2016: 22 · 2015: 24 · 2014: 19 · 2013: 12 · 2012: 15
FWCI
5.27
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Clinical Child and Family Psychology Review (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
Keywords
Good Behavior Game, substance use prevention, antisocial behavior, youth violence, disruptive behavior, inhibition, elementary school, long-term follow-up, cost-effectiveness, best practices
MeSH terms
Absenteeism, Adolescent, Adolescent Behavior, Child, Child Behavior, Child, Preschool, Cost-Benefit Analysis, Games, Experimental, Health Education, Humans, Outcome and Process Assessment, Health Care, Peer Group, Public Health, School Health Services, United States, Violence, Health Behavior, Substance-Related Disorders, Benchmarking, Marketing

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine. https://app.cochat.ai/papers/10.1023/a:1020977107086
The paper
Embry, D. D. (2002). The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine. Clinical Child and Family Psychology Review. https://doi.org/10.1023/a%3A1020977107086