Doctor of Philosophy (PhD)
The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. In this study, students in 3 fifth grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback delivery for rule violations (vocal and visual, vocal only, visual only, no feedback) on disruptive classroom behavior in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in 1 of 3 classes, losing the GBG produced an increase in negative peer interactions immediately following the GBG. Subsequently, students selected which condition they previously experienced that they would experience each session in a group arrangement concurrent chains preference assessment. The condition nominated most often by students in all classes at all opportunities was the GBG version that included both visual and vocal feedback.
Chotto, Jensen, "Direct and Indirect Effects of and Preference for Feedback during the Good Behavior Game in Elementary Classes" (2024). LSU Doctoral Dissertations. 6495.