Managing Disruptive Behavior in the Classroom: The Good Behavior Game matters because it changes what a BCBA notices when decisions have to hold up in busy classrooms and teacher-managed routines. In Managing Disruptive Behavior in the Classroom: The Good Behavior Game, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Kadiant
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Join Free →Classroom disruptive behavior interferes with teacher instruction and student learning; however, most teachers do not receive specific training in effective implementation of classroom-management procedures. The Good Behavior Game (GBG) is a well-established classroom-management procedure with decades of research demonstrating immediate and long-term benefits. In this presentation I will describe how to implement to GBG and variations of the GBG. I will also explain the benefits of the GBG and collateral effects. The focus will be on how to successfully collaborate with teachers throughout the process and on research evaluating the GBG. Recommendations for practice will be based on current research. Learning Objectives: List the main components of the Good Behavior Game. Explain potential variations in the Good Behavior Game. Describe the behavioral mechanisms underlying the effectiveness of the Good Behavior Game. Understand potential collateral effects on teacher and student behaviors during the Good Behavior Game.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Katie Wiskow is an Associate Professor in Psychology and Child Development at California State University, Stanislaus. Dr. Wiskow received her M.A. in Human Services Psychology from the University of Maryland-Baltimore County and her Ph.D. in Special Education from Texas Tech University. Dr. Wiskow is a board certified behavior analyst and has experience implementing early intensive behavioral interventions with children diagnosed with autism. She also gained expertise in the assessment and treatment of severe problem behaviors while working on the neurobehavioral inpatient unit at the Kennedy Krieger Institute. Her current research primarily consists of evaluation of classroom management procedures, behavior-analytic interventions in health and wellness, generative learning strategies (e.g., instructive feedback, equivalence-based instruction), and variables influencing operant response variability. Dr. Wiskow has published research in several behavior analytic journals, including the Journal of Applied Behavior Analysis, Behavior Analysis: Research and Practice, Behavior Analysis in Practice, The Analysis of Verbal Behavior, and Behavioral Interventions. She also serves on the board of editors for the Journal of Applied Behavior Analysis.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
224 research articles with practitioner takeaways
205 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.