The Good Behavior Game in an alternative education setting : impact on student and teacher behavior and the process of implementation

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] With the mental health needs of youth reaching great numbers, the need for early intervention and prevention efforts is crucial. This is particularly true given the at-risk population of youth placed in alternative education settings in the United States. The Good Behavior Game is a widely known and recognized "behavioral vaccine" that has been researched for several decades and shown to have lasting, positive outcomes for youth. The purpose of the current study was to explore the effects of the GBG on both student and teacher behavior within the alternative education setting, and highlight the social validity of this intervention within the unique setting with a high-needs, at-risk population. Specific variables of interest included student disruptive behavior, student engagement, teacher praise and reprimands, acceptability of the intervention, and challenges and suggestions for future intervention implementation within the alternative education setting. The results of this study are promising regarding student outcomes, including decreased disruptive behavior overall and increased academic engagement. No significant findings surfaced for changes in teacher behavior. Overall, most teachers found the intervention acceptable; although, had suggestions and recommendations for future intervention efforts. Further, several challenges were identified given the context and population of this setting. Continued research within the alternative education setting including investigation of outcomes for both teachers and students, as well as considerations of contextual variables will be beneficial in order to continue to meet the needs of these students and federal guidelines requiring the use of evidence-based interventions.