| dc.description.abstract | The Good Behavior Game (GBG) is an effective intervention which has been used by teachers to change a variety of behaviors, across a range of populations, and in various settings (see Tingstrom, Sterling-Turner, & Wilczynski, 2006, for a review). However, there is limited research on the intervention with preschoolers (Foley et al., 2019; Ling & Barnett, 2013; Wiskow et al., 2019, Swiezy et al., 1992), uninterrupted treatment effects when the GBG is faded or removed (Dadakhodjaeve et al, 2019; Lynch & Keenan, 2018; Ruiz-Olivares et al., 2010), and the potential side-effects associated with the GBG (Groves & Austin, 2019). Therefore, the purpose of the current study was to replicate Foley et al. (2019) by implementing the GBG with preschoolers and further evaluating whether effortful components of the GBG can be faded while maintaining treatment effects. Additionally, we conducted a systematic analysis of positive and negative peer interactions as a potential side effect of the GBG. Results of the study suggest that the GBG is an effective intervention for reducing the disruptive behavior of preschoolers. Additionally, we were able to fade several components of the GBG while maintaining treatment effects. Results of the side-effect analysis suggest that the GBG is associated with an increase in peer interactions and specific variables (i.e., the occurrence of target behavior and delivery of reward) were associated with specific types of peer interactions. | |
