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THE EFFECTS OF A GOOD BEHAVIOR GAME ON THE DISRUPTIVE BEHAVIOR OF SUDANESE ELEMENTARY SCHOOL STUDENTS
Author(s) -
Saigh Philip A.,
Umar Abdul M.
Publication year - 1983
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1983.16-339
Subject(s) - victory , psychology , aggression , baseline (sea) , social psychology , tournament , chart , mathematics education , developmental psychology , statistics , law , politics , political science , mathematics , combinatorics
An endemic version of the Good Behavior Game was applied in a rural Sudanese second‐grade classroom. Official letters of commendation, extra time for recess, victory tags, and a winner's chart were used as backup reinforcers. The class was divided into two teams, and the teacher indicated she would place a check on the board after every rule violation. The students were also told that the team with the fewest marks would win the game and receive the aforementioned prizes. After an initial adaptation period, the rate of disruption was charted across four treatment phases: viz., baseline I, introduction of the game, baseline II, and reintroduction of the game. It was observed that the game phases were associated with marked decreases in the rate of seat leaving, talking without permission, and aggression. The teacher, principal, parents, and students were consequently individually interviewed, and their comments spoke strongly for the social validity of the game.