Effects of the Good Behavior Game on classwide off-task behavior in a high school basic algebra resource classroom

Area of Science:

• Educational Psychology
• Classroom Management Strategies
• Special Education Interventions

Background:

• Off-task behavior is a significant challenge in secondary special education classrooms.
• Effective classroom management is crucial for academic success in basic algebra.
• The Good Behavior Game (GBG) is a behavioral intervention with potential for reducing disruptive behaviors.

Purpose of the Study:

• To investigate the efficacy of the Good Behavior Game (GBG) in reducing classwide off-task behavior.
• To evaluate GBG's impact in ninth-grade basic algebra resource classes.
• To assess student and teacher perceptions of the GBG intervention.

Main Methods:

• A reversal design was utilized to compare GBG conditions with typical instruction.
• The study involved two ninth-grade basic algebra resource classes and their special education teacher.
• Classwide off-task behavior was measured during baseline, intervention (GBG), and reversal phases.

Main Results:

• Classwide off-task behavior significantly decreased when the Good Behavior Game was implemented compared to baseline and reversal conditions.
• Teacher implementation fidelity of the GBG was high.
• Both students and the teacher reported positive experiences with the GBG.

Conclusions:

• The Good Behavior Game is a viable and effective strategy for reducing classwide off-task behavior in secondary special education settings.
• Findings support the integration of GBG into algebra readiness instruction for students with disabilities.
• Further research should explore long-term effects and broader applicability of GBG.