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Effects of Systematically Removing Components of the Good Behavior Game in Preschool Classrooms

  • Jeanne M. DonaldsonEmail author
  • Erica D. Lozy
  • Mallorie Galjour
Original Paper
  • 84 Downloads

Abstract

Disruptive classroom behavior produces a host of problems for students and teachers. The Good Behavior Game (GBG) is an effective procedure to reduce disruptive behavior. In this study, experimenters conducted the GBG in two preschool classes and demonstrated its effectiveness using a reversal design. Subsequently, experimenters systematically removed components of the GBG in a multiple baseline across classes design. Several features of the GBG were successfully removed without a return of disruptive behavior. Vocal feedback could not be removed in either class without disruptive behavior increasing. These data demonstrate one potential way to reduce teacher effort while maintaining the effects of the GBG.

Keywords

Classroom management Component analysis Disruptive behavior Group contingency Good Behavior Game 

Notes

Acknowledgements

We thank Taylor Rushing, Aubrey Ticer, Katherine Lantier, and Sarah Holmes for their assistance with data collection and conducting sessions.

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Standards

All procedures performed in studies involving human participants were in accordance with the ethical standards of the Louisiana State University Institutional Review Board (IRB#3776) and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of PsychologyLouisiana State UniversityBaton RougeUSA
  2. 2.University of South WalesPontypriddUK

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