Citation

Stratton KK, Gadke DL, Morton RC. J. Appl. Sch. Psychol. 2019; 35(2): 105-121.

Copyright

(Copyright © 2019, Informa - Taylor and Francis Group)

DOI

10.1080/15377903.2018.1509920

PMID

unavailable

Abstract

The authors investigated the implementation of the Good Behavior Game (GBG) on disruptive behaviors of high school special education students. Additionally, the study compared the effect of student-selected rewards versus teacher-selected rewards. A multielement withdrawal (A/[B + C]/A/[B + C]) design was used in the classroom to monitor behavior and compare the reward topography.

RESULTS suggested that the GBG decreased the frequency of disruptive behavior in both teams; however, there were no notable differences across reward type for either team. Effect sizes were reported using nonoverlap of all pairs. Nonoverlap of all pairs scores indicated moderate-to-large effects for the GBG, but small effects for reward topographies. Limitations and future directions are also discussed.

Language: en

Keywords

disruptive behavior; Good Behavior Game; reinforcement; secondary education