Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game.

This article focuses on the evaluation of the Caught Being Good Game (CBGG), a positive group contingency classroom management strategy designed to increase appropriate behavior among elementary students. Implemented across three classrooms in a high-poverty Title I school, the study replicated prior findings that the CBGG effectively increases appropriate classroom behavior, defined as talking with permission or remaining silent. The research also examined whether the magnitude of reinforcement (low vs. high) influenced outcomes, finding idiosyncratic effects with no consistent relationship between reward magnitude and behavior improvement. These results suggest that relatively low magnitudes of reinforcement are sufficient to produce positive behavioral changes, offering practical implications for educators seeking manageable and effective interventions. Limitations included variability in reinforcer preference, lesson structure changes, and teacher participation, highlighting areas for future research on reinforcer type, preference assessment frequency, and long-term maintenance of behavior change.