An evaluation of and preference for variations of the Good Behavior Game with students with autism

Abstract

The Good Behavior Game (GBG) has been implemented in numerous classrooms to decrease problem behavior. Despite the vast amount of literature, the effects of the inclusion of technology on disruptive behavior and student preference with students with autism have not been studied extensively. In this study, we compared the efficacy of the traditional GBG with technology-enhanced GBG variations (ClassDoJo and ClassBadges) using a multielement design embedded within a reversal design with six male high school students diagnosed with autism. Results showed that all three GBG variations were similarly effective in decreasing disruptive behaviors. We then assessed individual preference for the GBG variations using a group-oriented concurrent-chains arrangement. All students demonstrated repeated preference for one GBG variation. These findings support the inclusion of technology-enhanced GBG variations in special education classrooms with students with autism. Additionally, these results provide further evidence of the utility and applicability of the group-oriented concurrent-chains procedure.

A review of the concurrent‐chains arrangement to assess intervention choice: 2018–2023

“…Those articles were not included in this review because the terminal link did not include exposure to an intervention (but rather access to the stimuli). Two of the 82 articles used a group‐oriented concurrent‐chains arrangement to assess preference for variations of the Good Behavior Game (Peltier et al, 2023; Vargo & Brown, 2020). Although these are worthwhile applications of a concurrent‐chains arrangement, these articles were not included in the present review.…”

Implementation of the Good Behavior Game in Polish Elementary Schools Under COVID-19 Restrictions

“…Recent studies on the GBG also include several experiments modifying the traditional proceedings of the game with digital technology, especially ClassDojo and Class Badges (Dadakhodjaeva, 2017;Dillon, 2016;Ford 2017). Vargo and Brown (2020), in their experimental study examining three variants of the GBG (traditional, ClassDojo, and Class Badges) in a classroom of students with autism, proved that all variants resulted in similar decreases in disruptive behavior.…”

“…The research on the GBG in preschool classes reveals the GBG's usefulness as a screening tool to identify pupils who need radical, individual intervention in group education and to reduce disruptive behavior at the individual and group level (Donaldson et al, 2011(Donaldson et al, , 2017Foley et al, 2019). Even though teachers reported encountering difficulties because of a lack of interactions with SEN pupils , after the necessary adjustments, the GBG was assessed as effective in working with this category of pupils (Vargo & Brown, 2020;Groves et al, 2021). Except for Fishbein and Wasik's (1981) study on the GBG in a library context, there have not been many studies on pupils' behavior outside the classroom.…”

Assessing Preference for Activities and Instructional Contexts

“…The CCPA has been used to assess preferences of individuals with ASD in a variety of education-related contexts, including reinforcement parameters (Castelluccio & Johnson, 2019; Fulton et al, 2020), instructional procedures (Geiger et al, 2012; Kodak et al, 2016), and choice considerations (Toussaint et al, 2016). Furthermore, the utility of the CCPA has been extended to demonstrate its efficacy in identifying preferences of multiple students with ASD in a group format (Vargo & Brown, 2020).…”