| dc.description.abstract | The Good Behavior Game (GBG) is a multicomponent treatment package that has been demonstrated to decrease disruptive behavior in various populations (kindergarten through high school-age students) and environments (Barrish et al., 1969; Embry, 2002; Tingstrom et al., 2006). However, there is limited research evaluating the GBG with preschool-age children (Swiezy, Matson, & Box, 1992). Furthermore, few studies have evaluated the effects of various components of the GBG, and of those that have, most have done so only after exposure to the GBG package (Fishbein & Wasik, 1981; Harris & Sherman, 1973; Medland & Stachnik, 1972). Finally, few studies have reported data at the individual level (Medland & Stachnik, 1972). Therefore, the purpose of our study was to (a) evaluate the effects of the GBG on disruptive behavior of preschool children during group instruction, (b) evaluate the effects of the major components of the GBG before and after implementation of the GBG package, and (c) examine effects at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response-independent contingency was effective for maintaining low levels of disruptive behavior. | |
