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
Funding Information:Support for this research was provided in part by the U.S. Department of Education Office of Special Education Programs grant H325160064, The University of Utah Leadership Education Project (ULEP). Correspondence concerning this article should be addressed to Lyndsey Aiono Conradi, University of Hawai'i, Department of Special Education, 1776 University Avenue, U.A. 4 Room 7, Honolulu, HI, 96822. E-mail: lconradi@hawaii.edu
Publisher Copyright:
© Division on Autism and Developmental Disabilities.
