The authors investigated the implementation of the Good Behavior Game (GBG) on disruptive behaviors of high school special education students. Additionally, the study compared the effect of student-selected rewards versus teacher-selected rewards. A multielement withdrawal (A/[B + C]/A/[B + C]) design was used in the classroom to monitor behavior…

This quantitative study addresses the problem of reading and behavioral performance in elementary school by examining the impact of a universal preventive intervention on both the proximal and distal outcomes of students in the fourth grade at a mid-western elementary school. These proximal outcomes (disruptions per student per hour) were measured…

The Good Behavior Game (GBG) has been widely supported as an effective intervention to alter a variety of target behaviors, in various settings, with varying age groups; however, there are areas warranting further investigation. Prior to the present study, no study has examined the GBG's effectiveness in decreasing disruptive behaviors while…

Positive educational outcomes often include success in reading, math, and writing, which are beneficial skills that will assist students in school and beyond. However, in education it is important that the classroom focus not only on subject and content-specific learning, but also on behavior and societal expectations for following rules. When…

Non-classroom settings are often the most violence-prone areas within a school. This study investigated the impact of an interdependent group contingency on the disruptive behaviors of students in grades K-6 in an urban school cafeteria. Nine female noontime aides and National School and Community Corps staff members implemented the Lunchroom…