The Good Behavior Game Is No Longer Just an Effective Intervention for Students: An Examination of the Reciprocal Effects in an Urban Classroom

• In Event: Poster Session 3
  In Poster Session: Special Education Research Poster Session

Abstract

The Good Behavior Game (GBG) has been identified as an effective evidence-based class-wide management intervention to decrease maladaptive classroom behaviors. This study is a systematic replication and extension of previous research on GBG. This study looks at the continued effectiveness of the GBG on increasing appropriate student classroom behaviors, but extended the research to note the reciprocal effects of the intervention on increasing teacher behavior-specific praise statements to students. Results indicated that GBG continues to be an effective intervention for curbing student maladaptive behaviors and is also an effective intervention for increasing teacher behavior-specific praise statements to students.

Authors

• Susan Elswick, The University of Memphis

• Laura Baylot Casey, The University of Memphis

• Steve Zanksas, The University of Memphis

• Thomas Black, Middle Tennessee State University