Playing the long game: a multivariate multilevel non-linear growth curve model of long-term effects in a randomized trial of the Good Behavior Game

Troncoso, P. and Humphrey, N. (2021) Playing the long game: a multivariate multilevel non-linear growth curve model of long-term effects in a randomized trial of the Good Behavior Game. Journal of School Psychology, 88, pp. 68-84. (doi: 10.1016/j.jsp.2021.08.002) (PMID:34625211) (PMCID:PMC8519394)

Abstract

This cluster randomized controlled trial (RCT) examined the impact of the Good Behavior Game (GBG) on children's developmental trajectories of disruptive behavior, concentration problems, and prosocial behavior from middle childhood (ages 6–7 years) to early adolescence (ages 10–11 years). Seventy-seven schools in England were randomly assigned to intervention and control groups. Allocation was balanced by school size and the proportion of children eligible for free school meals. Children (N = 3084) ages 6–7 years at baseline were the target cohort. Outcome measures, assessed via the Teacher Observation of Child Adaptation Checklist, were taken prior to randomization (baseline – Time 1) and annually for the next 4 years (Time 2 to Time 5). During the 2-year main trial period (Time 1 to Time 3), teachers of this cohort in intervention schools implemented the GBG, whereas their counterparts in the control group continued their usual practice. A multivariate multilevel non-linear growth curve model indicated that the GBG reduced concentration problems over time. In addition, the model also revealed that the intervention improved prosocial behavior among at-risk children (e.g., those with elevated symptoms of conduct problems at Time 1, n = 485). No intervention effects were unequivocally found in relation to disruptive behavior. These findings are discussed in relation to the extant literature, strengths and limitations are noted, and practical and methodological implications are highlighted.

• Item Type: Articles
• Additional Information: This work was supported by the Education Endowment Foundation (no grant number), the National Institute for Health Research (grant number 14/52/38), and the Economic and Social Research Council (grant number ES/V011243/1).
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Troncoso, Dr Patricio
• Authors: Troncoso, P., and Humphrey, N.
• Subjects: B Philosophy. Psychology. Religion > BF Psychology; H Social Sciences > H Social Sciences (General); H Social Sciences > HA Statistics; L Education > L Education (General)
• College/School: College of Social Sciences > School of Social and Political Sciences > Urban Studies
• Journal Name: Journal of School Psychology
• Publisher: Elsevier
• ISSN: 0022-4405
• ISSN (Online): 1873-3506
• Published Online: 10 September 2021
• Copyright Holders: Copyright © 2021 The Authors
• First Published: First published in Journal of School Psychology 88: 68-84
• Publisher Policy: Reproduced under a Creative Commons License