Good Behavior Game: Effects on Disruptive Behaviors of Students With and Without Special Educational Needs in Inclusive Setting

Abstract

The Good Behavior Game (GBG) is a practical and evidence-based classroom management strategy that requires minimal time and resources to learn and implement. This study investigates the effectiveness of the GBG in reducing disruptive behaviors among students with special educational needs (SEN) and compares the degree of behavioral change between students with and without SEN. Additionally, the study examines students' perceptions of the GBG. An ABAB reversal design with a follow-up phase was employed to evaluate the intervention's effects. The study included six participants: three students with SEN who exhibited disruptive behaviors, aged 11 to 14, and three students without SEN who also exhibited disruptive behaviors, aged 11 to 13. The results indicate that the GBG is highly effective in reducing disruptive behaviors, with similar levels of improvement observed in both groups. The social validity findings highlight that students found the GBG enjoyable and engaging. The study discusses its limitations and provides practical implications for educators.