@article{ref1,
title="Using the Good Behavior Game with high school special education students: comparing student- and teacher-selected reinforcers",
journal="Journal of applied school psychology",
year="2019",
author="Stratton, Kasee K. and Gadke, Daniel L. and Morton, Reeva C.",
volume="35",
number="2",
pages="105-121",
abstract="The authors investigated the implementation of the Good Behavior Game (GBG) on disruptive behaviors of high school special education students. Additionally, the study compared the effect of student-selected rewards versus teacher-selected rewards. A multielement withdrawal (A/[B + C]/A/[B + C]) design was used in the classroom to monitor behavior and compare the reward topography. <br><br>RESULTS suggested that the GBG decreased the frequency of disruptive behavior in both teams; however, there were no notable differences across reward type for either team. Effect sizes were reported using nonoverlap of all pairs. Nonoverlap of all pairs scores indicated moderate-to-large effects for the GBG, but small effects for reward topographies. Limitations and future directions are also discussed.<p /> <p>Language: en</p>",
language="en",
issn="1537-7903",
doi="10.1080/15377903.2018.1509920",
url="http://dx.doi.org/10.1080/15377903.2018.1509920"
}