Abstract
The Good Behavior Game (GBG) uses an interdependent group contingency to improve classroom behavior. Despite the wealth of research on the effectiveness of the GBG, some teachers may have concerns about their students' abilities to work in teams, particularly if they have a history of poor social skills. We used an alternating treatments design to compare the relative effectiveness of the GBG with interdependent and independent group contingencies in a classroom for children with emotional and behavioral disorders. Our results showed that both versions of the GBG reduced verbal disruptions, inappropriate sitting, and off-task behaviors for all children. However, the majority of children preferred the interdependent arrangement. We discuss how these results may promote more widespread use of the GBG with children with substantial behavioral challenges.
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Citations
Jun 16, 2018·Behavior Modification·Cassidy B McDougaleBarry R Burkhart
Sep 25, 2018·Journal of Applied Behavior Analysis·Elizabeth A FoleyAmber L Lessor
Sep 28, 2018·Journal of Applied Behavior Analysis·Emily A Groves, Jennifer L Austin
Jan 30, 2019·Journal of Applied Behavior Analysis·Megan E JonesAshante' Givens
Mar 8, 2019·Behavior Modification·Barathi ChinnappanBarry R Burkhart
Apr 13, 2019·Journal of Applied Behavior Analysis·Richard MayRachel Jones
May 3, 2019·Journal of Applied Behavior Analysis·P Raymond JoslynTimothy R Vollmer
Jul 23, 2019·Journal of Applied Behavior Analysis·P Raymond Joslyn, Timothy R Vollmer
Jul 10, 2019·Journal of Applied Behavior Analysis·Pablo A OtalvaroJason S Steifman
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Mar 2, 2021·Contemporary School Psychology·Jordan Yassine, Leigh Ann Tipton-Fisler
Jul 22, 2021·Journal of Applied Behavior Analysis·Christopher J PerrinKristen Carpenter