Stimulus presentation versus stimulus removal in the Good Behavior Game. Issue 4 (20th April 2020)

• Record Type: Journal Article
• Authors: Silva, Erika; Wiskow, Katie M.
• Is Part Of: Journal of applied behavior analysis. Volume 53:Issue 4(2020)
• Page Start: 2186
• Page End: 2198
• Publication Date: 2020-04-20
• Subjects: classroom management -- disruptive behavior -- good behavior game -- punishment -- response cost; Psychology, Applied -- Periodicals; Social Behavior -- Periodicals; 150
• DOI: 10.1002/jaba.709
• Languages: English
• ISSNs: 0021-8855

Abstract

Abstract : The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g.., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG‐stimulus presentation (P) and GBG‐stimulus removal (R) on levels of disruptions in a 2nd‐grade general education classroom. In addition, we measured student prompts, teacher praise and correctives, and student and teacher preference. The GBG‐P and GBG‐R versions of the game were similarly effective in reducing disruptions. However, the teacher chose to implement the GBG‐R and the majority of students reported a preference for the GBG‐R.