Effects of the good behavior game on students with severe disabilities

Lyndsey Aiono Conradi; Joanna Ryan; Olivia Fudge; J. Matt Jameson; Aaron J. Fischer; Michael Farrell; Carrie Eichelberger; Jessica A. Bowman; John McDonnell

Effects of the good behavior game on students with severe disabilities

Lyndsey Aiono Conradi, Joanna Ryan, Olivia Fudge, J. Matt Jameson, Aaron J. Fischer, Michael Farrell, Carrie Eichelberger, Jessica A. Bowman, John McDonnell

Institute on Community Integration

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); how-ever, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained elementary classrooms and three special education teachers participated in this study. Special Education teachers implemented the GBG during whole group instruction, and researchers used a momentary time sample to measure the percentage of student off-task behavior. A multiple-probe baseline design organized the data to analyze the overall effects of the intervention. All participants showed a decrease in off-task behavior during the GBG. Implementing teachers found the intervention to be socially valid.

Original language	English (US)
Pages (from-to)	454-465
Number of pages	12
Journal	Education and Training in Autism and Developmental Disabilities
Volume	56
Issue number	4
State	Published - Dec 2021

Bibliographical note

Publisher Copyright:
© Division on Autism and Developmental Disabilities.

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abstract = "Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); how-ever, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained elementary classrooms and three special education teachers participated in this study. Special Education teachers implemented the GBG during whole group instruction, and researchers used a momentary time sample to measure the percentage of student off-task behavior. A multiple-probe baseline design organized the data to analyze the overall effects of the intervention. All participants showed a decrease in off-task behavior during the GBG. Implementing teachers found the intervention to be socially valid.",

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T1 - Effects of the good behavior game on students with severe disabilities

AU - Conradi, Lyndsey Aiono

AU - Ryan, Joanna

AU - Fudge, Olivia

AU - Jameson, J. Matt

AU - Fischer, Aaron J.

AU - Farrell, Michael

AU - Eichelberger, Carrie

AU - Bowman, Jessica A.

AU - McDonnell, John

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Effects of the good behavior game on students with severe disabilities

Abstract

Bibliographical note

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