Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms. Issue 1 (10th January 2018)

• Record Type: Journal Article
• Authors: Donaldson, Jeanne M.; Matter, Ashley L.; Wiskow, Katie M.
• Is Part Of: Journal of applied behavior analysis. Volume 51:Issue 1(2018)
• Page Start: 118
• Page End: 129
• Publication Date: 2018-01-10
• Subjects: classroom management -- disruptive behavior -- Good Behavior Game -- group contingency -- teacher preference; Psychology, Applied -- Periodicals; Social Behavior -- Periodicals; 150
• DOI: 10.1002/jaba.432
• Languages: English
• ISSNs: 0021-8855

Abstract

Abstract : The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.