The Good Behavior Game with Students in Alternative Educational Environments: Interactions Between Reinforcement Criteria and Scoring Accuracy

摘要

The good behavior game (GBG) is a class-wide contingency management strategy that involves rewarding teams who engage in low levels of disruptive behavior. The GBG has been found to be effective with neuro-typical individuals from preschool to high school. In Study 1, teachers and experimenters implemented the GBG on alternating days in an alternative educational environment. Descriptive data were collected on method of selecting the maximum point criteria, scoring accuracy, and GBG efficacy. Both versions of the GBG reduced the frequency of target disruptive responses relative to baseline, despite differences in the selection of the maximum point criteria and scoring accuracy across teacher- and experimenter- implemented versions. In Study 2, only teachers implemented the GBG and reinforcement criteria were made more stringent to compensate for low levels of scoring accuracy. The teacher-implemented GBG reduced the total frequency of target responses exhibited by students in two classrooms, despite low scoring accuracy.