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Behavior Modification
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Individualizing the Good Behavior Game Across Type and Frequency of Behavior with Emotionally Disturbed Adolescents

Spencer J. Salend

Catharine J. Reynolds

State University of New York at New Paltz

Eileen Margaret Coyle

Arlington, New York, School District

The effects of the Good Behavior Game (GBG) individualized across type and frequency of behavior were examined in three classes of severely behaviorally disordered students using a reversal design. The findings showed that the individualized GBG was effective in simultaneously decreasing a variety of inappropriate behaviors exhibited by the three classes, including inappropriate verbalizations, touching, negative comments, cursing, and drumming. Teacher and student satisfaction data indicated that both groups had positive reactions to the individualized GBG. Reasons for the success of the technique are discussed.

Behavior Modification, Vol. 13, No. 1, 108-126 (1989)
DOI: 10.1177/01454455890131007
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