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Teacher-Implemented Good Behavior Game with Detained Juvenile Offenders

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Abstract

We implemented a rapid protocol to train teachers in a school for detained juvenile offenders to implement the Good Behavior Game, an empirically supported group contingency procedure, in their classrooms. Data were collected on both teacher (i.e., two measures of treatment integrity) and student behavior (i.e., disruptive behavior). Results indicated clear treatment effects in three of five classrooms and low levels of disruption but unclear effects in the other two. Most students and teachers preferred the intervention and found it effective.

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Authors and Affiliations

  1. Utah State University, 2865 Old Main Hill, Logan, UT, 84322-1400, USA

    P. Raymond Joslyn

  2. Rutgers University, New Brunswick, NJ, USA

    Faris R. Kronfli

Authors
  1. P. Raymond Joslyn
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  2. Faris R. Kronfli
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Corresponding author

Correspondence to P. Raymond Joslyn.

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Conflicts of Interest

We have no conflicts of interest to disclose.

Research Involving Human Participants

All procedures and data included in the current study were approved by a university institutional review board.

Informed Consent

The current study adhered to all informed consent requirements indicated by the university institutional review board.

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Joslyn, P.R., Kronfli, F.R. Teacher-Implemented Good Behavior Game with Detained Juvenile Offenders. Educ. Treat. Child. 44, 269–274 (2021). https://doi.org/10.1007/s43494-021-00052-4

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  • DOI: https://doi.org/10.1007/s43494-021-00052-4

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