The Effects of the Good Behavior Game on Students With Extensive Support Needs in Inclusive Elementary Classrooms

Abstract

The Good Behavior Game (GBG) is an effective classroom management intervention that encourages teachers to implement strategies that increase academically engaged behaviors and decrease challenging behaviors. Although the GBG literature demonstrates positive effects across various settings and participants, limited studies have explored the impact of the GBG on students with extensive support needs (ESN). This study aimed to expand the literature by using a single-case multiple-probe baseline design to investigate the impact of the GBG on students with ESN in inclusive elementary classrooms in the Mountain West region of the U.S. Findings indicate that students with ESN demonstrated an overall increase in academically engaged behaviors and a decrease in challenging behaviors across all participants. The GBG also increased the number of positive statements general educators gave directed toward their students with ESN. We discuss several implications for future practice and research related to positive behavioral support for students with ESN in general education classrooms.