Using the Caught Being Good Game in the Community: Increasing Prosocial Behaviors among Children at Risk of Adverse Childhood Experiences
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| Title: | Using the Caught Being Good Game in the Community: Increasing Prosocial Behaviors among Children at Risk of Adverse Childhood Experiences |
|---|---|
| Language: | English |
| Authors: | Ciara Brennan (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2026 28(1):13-25. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Trauma, Positive Reinforcement, Prosocial Behavior, At Risk Students, Social Support Groups, Contingency Management, Behavior Modification, Intervention, Games, Peer Relationship, Cooperation, Group Dynamics, Foreign Countries, After School Programs |
| Geographic Terms: | Ireland (Dublin) |
| DOI: | 10.1177/10983007251325956 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | Adverse childhood experiences (ACEs) have been associated with numerous negative outcomes, including negative health outcomes, poor psychological well-being, future substance abuse, and other antisocial behaviors. However, social support may act as a buffer against these negative outcomes. Group contingencies provide one way to simultaneously encourage social inclusion and prosocial behaviors. The Caught Being Good Game (CBGG) is a reinforcement-based behavioral intervention, similar to the Good Behavior Game, commonly used in classrooms to target disruptive behaviors or lack of academic engagement. The current study explored the use of the CBGG for increasing three types of prosocial behavior of children with suspected experiences of ACEs attending afterschool services in Dublin, Ireland. The CBGG was played with the whole group during activity time in the center. Intervention effects were assessed using a withdrawal design. Visual and statistical analyses deemed the CBGG an effective method for targeting encouragement, peer cooperation, and leader cooperation of the whole group and one 9-year-old girl who was chosen as a target for the intervention. The group leader rated the CBGG somewhat favorably while the children themselves rated the CBGG highly. Future research should seek to further explore leaders' assessments of social validity and introduce methods for adult leaders to be involved in data collection. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493284 |
| Database: | ERIC |
| Abstract: | Adverse childhood experiences (ACEs) have been associated with numerous negative outcomes, including negative health outcomes, poor psychological well-being, future substance abuse, and other antisocial behaviors. However, social support may act as a buffer against these negative outcomes. Group contingencies provide one way to simultaneously encourage social inclusion and prosocial behaviors. The Caught Being Good Game (CBGG) is a reinforcement-based behavioral intervention, similar to the Good Behavior Game, commonly used in classrooms to target disruptive behaviors or lack of academic engagement. The current study explored the use of the CBGG for increasing three types of prosocial behavior of children with suspected experiences of ACEs attending afterschool services in Dublin, Ireland. The CBGG was played with the whole group during activity time in the center. Intervention effects were assessed using a withdrawal design. Visual and statistical analyses deemed the CBGG an effective method for targeting encouragement, peer cooperation, and leader cooperation of the whole group and one 9-year-old girl who was chosen as a target for the intervention. The group leader rated the CBGG somewhat favorably while the children themselves rated the CBGG highly. Future research should seek to further explore leaders' assessments of social validity and introduce methods for adult leaders to be involved in data collection. |
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| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007251325956 |
