Individualizing the Good Behavior Game Across Type and Frequency of Behavior with Emotionally Disturbed Adolescents

Spencer J. Salend · Catharine J. Reynolds · Eileen Margaret Coyle

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Education Discipline and Inequality

Abstract

The effects of the Good Behavior Game (GBG) individualized across type and frequency of behavior were examined in three classes of severely behaviorally disordered students using a reversal design. The findings showed that the individualized GBG was effective in simultaneously decreasing a variety of inappropriate behaviors exhibited by the three classes, including inappropriate verbalizations, touching, negative comments, cursing, and drumming. Teacher and student satisfaction data indicated that both groups had positive reactions to the individualized GBG. Reasons for the success of the technique are discussed.

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1968SOME CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS1 1978SOCIAL VALIDITY: THE CASE FOR SUBJECTIVE MEASUREMENT or HOW APPLIED BEHAVIOR ANALYSIS IS FINDING ITS HEART 1 1977Assessing the Clinical or Applied Importance of Behavior Change through Social Validation 2024Applied Behavior Analysis for Teachers 1969GOOD BEHAVIOR GAME: EFFECTS OF INDIVIDUAL CONTINGENCIES FOR GROUP CONSEQUENCES ON DISRUPTIVE BEHAVIOR IN A CLASSROOM 1 2024Applied Behavior Analysis for Teachers 1981Behavioral Assessment 1982THE INTEGRITY OF INDEPENDENT VARIABLES IN BEHAVIOR ANALYSIS

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