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<p>Young children’s display of disruptive behavior in early education settings may interfere with their learning and impact social-emotional and behavioral outcomes. Fortunately, research demonstrates that group contingencies are feasible and effective class-wide interventions to reduce improve children’s outcomes. However, there is less research examining the effects of group contingencies in early childhood education. The current study sought to address this literature gap by investigating the effectiveness of a novel interdependent group contingency, KerPlunk, with randomized intervention components for improving young children’s classroom behaviors. KerPlunk is a boardgame that includes a tower in which sticks are placed and marbles are balanced, and it was modified so that the fall of marbles signified a “win” and subsequent reward delivery. Utilizing a multiple baseline design with randomized baseline lengths, this study evaluated the effectiveness of KerPlunk for increasing appropriately engaged behavior and decreasing disruptive behavior across three Head Start classrooms. Results indicated immediate improvements in children’s classroom behaviors. Additionally, teachers perceived KerPlunk to be an acceptable and effective class-wide intervention. Study results highlight an effective and feasible group contingency that can meet the needs of young children with the use of minimal resources and time. Results, limitations, future directions, and implications are discussed.</p>

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Let’s Play: Evaluation of KerPlunk as a Novel Game-Based Interdependent Group Contingency

  • 期刊论文

  • 发表日期：

    2026年2月5日

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  • Brittany Garza,
  • Zachary LaBrot,
  • Lourdes Rodriguez,
  • Sarah Harry-Wright,
  • Jessica McKay,
  • Emma Grubbs

摘要

Young children’s display of disruptive behavior in early education settings may interfere with their learning and impact social-emotional and behavioral outcomes. Fortunately, research demonstrates that group contingencies are feasible and effective class-wide interventions to reduce improve children’s outcomes. However, there is less research examining the effects of group contingencies in early childhood education. The current study sought to address this literature gap by investigating the effectiveness of a novel interdependent group contingency, KerPlunk, with randomized intervention components for improving young children’s classroom behaviors. KerPlunk is a boardgame that includes a tower in which sticks are placed and marbles are balanced, and it was modified so that the fall of marbles signified a “win” and subsequent reward delivery. Utilizing a multiple baseline design with randomized baseline lengths, this study evaluated the effectiveness of KerPlunk for increasing appropriately engaged behavior and decreasing disruptive behavior across three Head Start classrooms. Results indicated immediate improvements in children’s classroom behaviors. Additionally, teachers perceived KerPlunk to be an acceptable and effective class-wide intervention. Study results highlight an effective and feasible group contingency that can meet the needs of young children with the use of minimal resources and time. Results, limitations, future directions, and implications are discussed.