Heather E. Sterling-Turner

The good behavior game: 1969-2002.

The Good Behavior Game (GBG), a type of interdependent group-oriented contingency management procedure, was first introduced in 1969 and has been used with overwhelming success in classrooms and other settings. Since its inception, the “game” has utilized team competition and peer influence combined with reinforcement procedures. It has been found to be popular, easy-to-use, time-efficient, and widely applicable and versatile. This review describes the game and its numerous variations and adaptations, as well as empirical findings specific to the variety of target behaviors and participants to which it has been applied. In addition, different types of reinforcers used, information on consumer acceptance, and issues related to implementation are considered.

Randomized interdependent group contingencies: Group reinforcement with a twist

This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second-grade classroom in a rural southeastern school district. Specifically, using a multiphase time-series design (i.e., A-B-A-C-B-C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RR+ phase), and an intervention phase with all components randomized (R-ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R-ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations.

An Analog Investigation of the Relationship Between Treatment Acceptability and Treatment Integrity

In recent years there has been a renewed interest in assessing treatment integrity. Although several studies have examined methods for improving integrity, there is little empirical research on the multiple factors presumed to influence integrity. One of the often cited variables thought to be related to integrity is treatment acceptability. Despite an abundance of literature on the topic of treatment acceptability there are few, if any, studies that have directly examined the relationship between treatment acceptability and treatment integrity. The present study was conducted to investigate the relationship between treatment acceptability and treatment integrity within an experimental, analog situation using undergraduate students as participants. Participants first read a case description and intervention plan for a client (confederate) exhibiting a facial tic. Participants then rated the acceptability of the treatment plan, were trained to implement the treatment protocol, and conducted a treatment session with the client. Treatment sessions were coded for accuracy of implementation (integrity). Spearman rank order correlations between pre- and posttreatment acceptability and treatment integrity were not significant. Implications of the results for treatment planning and the potential ramifications for consultants working in the schools are discussed.

Linking Self-Management Procedures to Functional Analysis Results.

Self-management procedures typically focus on decreasing an undesirable target behavior or increasing a behavior that is incompatible with an undesirable target behavior. Although it is effective, self-management generally is designed in such a way that reinforcement accessed through the program may not be functionally equivalent to reinforcement accessed by engaging in the target behavior. In this study, we examined the efficacy of self-management procedures designed to reinforce both behavior that was incompatible with the target behavior and appropriate replacement behavior that was functionally equivalent to the undesirable target behavior. Functional analyses were conducted with three participants. Each participant was then taught to self-manage incompatible appropriate behavior as well as appropriate requests for reinforcement (i.e., escape, attention, materials) identified as functionally related to the problematic target behaviors. Results indicated that the self-management procedures resulted in lower rates of problem behavior and participants appropriately requested functionally relevant reinforcement.

Use of the Mystery Motivator for a High School Class

This study examined the effect of one interdependent group contingency intervention, the mystery motivator, as it affected three students identified as exhibiting problem behaviors, as well as the effects on nonidentified students in a ninth-grade high school biology class. An A/B/A/B single-case design was used to evaluate the effects of the intervention. Results indicated a decrease in problem behaviors for the three identified students, as well as a general decrease in problem behaviors for randomly selected, nonreferred students in the class. Implications, limitations, and further directions are discussed.

An empirical investigation of time-out with and without escape extinction to treat escape-maintained noncompliance.

The present study evaluates the effectiveness of two time-out (TO) procedures in reducing escape-maintained noncompliance of 4 children. Noncompliant behavioral function was established via a functional assessment (FA), including indirect and direct descriptive procedures and brief confirmatory experimental analyses. Following FA, parents were taught to consequate noncompliance with two different TO procedures, one without and one with escape extinction following TO release. Although results indicate TO without escape extinction is effective in increasing compliance above baseline levels, more optimal levels of compliance were obtained for all 4 children when escape extinction was added to the TO procedures already in place. Results indicate efficacy of TO with escape extinction when applied to escape-maintained noncompliance and are discussed as an initial example of the successful application of TO to behaviors maintained by negative reinforcement.