Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Classroom Behavior

Minimizing problem behavior in the classroom is crucial for social skills development and academic success of students. This study investigated the effectiveness of an intervention strategy for diminishing disruptive behavior (e.g., talking out of turn), the Good Behavior Game (GBG). The aim of the study was to evaluate the effectiveness of GBG by comparing two student groups within the sample: students who received a reward if everyone in their group exhibited good behavior and students who received a reward if only a portion of students exhibited good behavior. The findings indicate that the intervention reduced rates of disruptive behavior within general education classrooms.