| Summary: | This study directly compares two interdependent group oriented contingency strategies, the GBG and the GBG with a behavior specific praise statement (BSPS) component (i.e., GBG+BSPS) to examine the relative effectiveness of each as a tool for class-wide behavior management, to inspect the effect on teacher interactions with students, and to assess the relative teacher and student acceptability of both games. The Good Behavior Game has been identified as an evidence-based intervention to manage class-wide behavior difficulties, but recently has been criticized for not being proactive in teaching appropriate classroom behavior. The relative effectiveness and acceptability of each game as a class-wide behavior management tool will be examined. This experiment will extend the literature on the GBG by comparing the GBG to a similar, more positive variation of the game where teacher initiated behavior specific praise is included in the procedures (GBG+BSPS).
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