Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting

<p>The Good Behavior Game (GBG) is an example of an interdependent group contingency that can be used in classrooms to manage behavior. The purpose of this study is to evaluate the effectiveness of a positive variation of the GBG in which teachers attend to rule-following behavior, as opposed to the original version of the game in which teachers attend to rule-breaking behavior. In previous studies, researchers have demonstrated the effectiveness of the GBG in decreasing problematic behavior and/or increasing productive or desired behavior in classroom settings and in hospital settings and spanning preschool-aged, elementary toddlers to high school-aged adolescents. An A/B/A/B withdrawal design was used across three classrooms to evaluate the effectiveness of the positive variation of the GBG. Reductions in disruptive behavior occurred in all three classrooms during intervention phases; increases in appropriately engaged behavior increased during intervention phases in all three classrooms as well. This study demonstrated that a positive variation of the GBG could be used effectively within a general education high school setting.</p> <p>Doctoral dissertation:<a href="http://aquila.usm.edu/dissertations/364/"> http://aquila.usm.edu/dissertations/364/</a></p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2015

Author dc:creator

• Lynne, Shauna

Contributors dc:contributor

• Joe Olmi
• Dan Tingstrom
• Keith Radley

• Psychology
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/82

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1081