Colin S. Muething

Effects of the Good Behavior Game on Challenging Behaviors in School Settings

Challenging behavior at school remains a concern for teachers and administrators. Thus classroom management practices to prevent challenging behavior are sorely needed. The Good Behavior Game (GBG) has been found to be useful to positively change student behavior. However, previous reviews of the GBG have not quantified effects, have not focused solely on school and classroom behaviors, and have not examined study features that facilitate greater outcomes. Twenty-two peer-reviewed journal articles were reviewed. Study data were analyzed using effect sizes, percent of nonoverlapping data, percent of all nonoverlapping data, and hierarchical linear modeling to determine intervention effectiveness as well as study features that facilitated greater outcomes. Findings suggested that (a) moderate to large effects were found on challenging behaviors and these effects were immediate; (b) the GBG was most commonly used for disruptive behavior, off-task behavior, aggression, talking out, and out-of-seat behaviors; (c) the GBG has been implemented primarily in general education elementary school settings; and (d) correct application of reward procedures are important for intervention effectiveness. Study limitations, implications for practice, and areas for future research are presented.

Effects of the Good Behavior Game on classwide off-task behavior in a high school basic algebra resource classroom.

This study investigated the effects of the Good Behavior Game (GBG) on classwide off-task behavior in two ninth-grade basic algebra resource classes. Ten students with a variety of disabilities, in two classrooms, and their special education resource teacher participated in this study. A reversal design was employed, in which the special education teacher implemented GBG compared to typical practice-algebra readiness instruction. Results showed that classwide off-task behavior decreased in the GBG conditions compared to the baseline and reversal conditions. Fidelity measures indicated that the teacher implemented GBG with fidelity. Students and the teacher rated GBG favorably. Overall findings support the use of GBG for reducing classwide off-task behavior. Implications for practice and future research directions are presented.

Further Evaluations of Functional Communication Training and Chained Schedules of Reinforcement to Treat Multiple Functions of Challenging Behavior

We evaluated functional communication training (FCT) combined with a chained schedule of reinforcement procedure for the treatment of challenging behavior exhibited by two individuals diagnosed with Asperger syndrome and autism. Following functional analyses that suggested that challenging behavior served multiple functions for both participants, we implemented FCT in which mands for a discriminative stimulus (SD; wristband) were reinforced with access to the SD and all three functional reinforcers. Next, we modified the procedure by incorporating delays to increase ease of implementation and promote toleration of delays to reinforcement. Last, we made additional modifications to the procedure by incorporating a chained schedule of reinforcement such that (a) mands for the wristband were reinforced with access to the wristband and (b) specific mands for respective functional reinforcers were reinforced in the presence of the wristband. The results showed that the procedure successfully treated challenging behavior with multiple functions. Future directions in the evaluation and development of treatments that simultaneously address multiple functions are discussed.

Functional Communication Training and Chained Schedules of Reinforcement to Treat Challenging Behavior Maintained by Terminations of Activity Interruptions

In this article, the authors evaluated functional communication training (FCT) and a chained schedule of reinforcement for the treatment of challenging behavior exhibited by two individuals diagnosed with Asperger syndrome and autism, respectively. Following a functional analysis with undifferentiated results, the authors demonstrated that challenging behavior was occasioned by interruptions of ongoing activities and maintained by terminations of interruptions. Next, they demonstrated the effectiveness of a treatment consisting of FCT with a chained schedule of reinforcement. Last, they modified the chained schedule procedure to increase ease of implementation and promote toleration of activity interruptions, and academic tasks were incorporated into the treatment.

Use and Relationships among Effective Practices in Co-Taught Inclusive High School Classrooms.

Opportunities to respond (OTR) and specific praise are two practices that may be particularly beneficial to students learning in secondary inclusive classrooms. Yet, there is relatively little research on effective inclusion practices involving secondary students with learning disabilities (LD) or studies at the secondary level. This study sought to extend the existing research by evaluating the relationship between rates of OTR and specific praise in co-taught high school core classrooms on student on-task behaviour and class engagement. This study was part of a larger study conducted during the 2010–2011 school year. First, core academic classrooms were observed and data were collected on OTR, praise, and student behaviour. OTR information was collected using an audio recording device. Class audio recordings were divided into 15-minute intervals of whole group instruction and coded for OTR, specific praise, and non-specific praise. Observation data on student behaviour and class engagement that corresponded with each 15-minute interval were identified. Results indicate low levels of teacher use of OTR and praise statements and few significant relationships found between the variables of interest. Implications for practice and future research directions are also presented.

An Evaluation of Lag Schedules of Reinforcement During Functional Communication Training: Effects on Varied Mand Responding and Challenging Behavior

We evaluated the effects of lag schedules of reinforcement during functional communication training (FCT) on the varied use of mands and challenging behavior by two individuals diagnosed with autism. Specifically, we compared the effects of Lag 0 and Lag 1 schedules of reinforcement during FCT. The results showed that each participant exhibited increases in varied mand responding during FCT with the Lag 1 schedule of reinforcement relative to Lag 0; challenging behavior remained low during both FCT lag conditions relative to baseline. Results are discussed in terms of treatment implications relating to FCT and the potential prevention and/or mitigation of clinical relapse during challenges to treatment.

Correspondence between the results of functional analyses and brief functional analyses

ABSTRACT Purpose: This study sought to examine the correspondence between brief functional analyses and more thorough functional analyses as described in the model of functional assessment proposed by Vollmer et al.1 Methods: A panel of trained clinicians indicated the presence/absence of specific functions of problem behavior based on graphic results from brief functional analyses and functional analyses conducted with 19 participants. These conclusions were compared across assessments. Results: The functions identified by the panel based on results of brief functional analyses had low correspondence with those of the more thorough functional analysis conducted with the same participants. Conclusions: Although brief-functional analyses appear regularly in clinical practice and the literature, findings from this study suggest that results may differ from those of more thorough functional analyses. Additional study is necessary to determine the cause of discrepant results between these two methodologies.

The Effects of Conducting a Functional Analysis on Problem Behavior in Other Settings: A Descriptive Study on Potential Interaction Effects:

It has been suggested that reinforcing problem behavior during functional analyses (FAs) may raise ethical questions, such as resulting in an increase in problem behavior outside of FA sessions. The current translational study assessed whether conducting an FA resulted in increases in problem behavior outside of the FA setting for six participants using a nonconcurrent multiple baseline across participants design. The rate of problem behavior was measured outside the FA setting prior to and during an FA. Idiosyncratic results suggest that problem behavior outside of the FA setting may increase, decrease, or be unaffected by conducting an FA.

Further evaluation of latency-based brief functional analysis methods: An evaluation of treatment utility

Abstract Objective: Objectives were to evaluate latency-based brief functional analysis (BFA) model for identifying functions of aberrant behavior and treatments generated based on the results of the latency-based brief functional analysis. Methods: We conducted latency-based BFA, including contingency reversals, and function-based treatment evaluations, including non-contingent reinforcement (NCR) and differential reinforcement of alternative behavior (DRA) with three individuals with autism using single subject design methodology. Results: Socially-mediated functions (attention; tangible) were indicated for two participants and an automatic function was identified for one participant. The treatments generated based on results of the BFA were effective at reducing aberrant behavior for all participants. Conclusions: Results provide additional support that latency-based BFA model has utility in (a) the identification of functions of aberrant behavior and (b) the generation of function-based treatments. These results suggest clinicians who encounter setting and client-specific constraints (e.g. time; severity of aberrant behavior) have additional flexibility in choosing assessment tools.