Effects Of The Good Behavior Game On Reducing The Number Of Inappropriate Mealtime Behaviors Of Urban Elementary Children With Specific Learning Disabilities

Abstract: The purpose of this study was to determine the effects of the Good Behavior Game on reducing the amount of out of seat and talking out behavior of a group of fourth and fifth grade urban elementary school students with Specific Learning Disabilities. A changing criterion design was used over a six-week period. Baseline was taken on out of seat and talking out behavior of the target students in the lunchroom. Interobserver agreement was taken approximately 1.5 times per week and averaged 79% for teams A and B. During The Good Behavior Game, an interdependent contingency was used to change target behaviors. The lunchroom monitor completed a questionnaire regarding her perceptions of each students' ability to perform out of seat behavior before and after the intervention. The students completed a pre and posttest to rate their perceptions of their ability to perform target behaviors. Results of this study suggest that the Good Behavior Game was an effective tool for helping children reduce out of seat and talking out behaviors. However, several limitations and poor social validity affected the results.