What the Literature Says: Recent Reviews on the Good Behavior Game and Social Skills Interventions becomes clinically important the moment a team has to turn good intentions into reliable action inside busy classrooms and teacher-managed routines. In What the Literature Says: Recent Reviews on the Good Behavior Game and Social Skills Interventions, 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 Utah Association for Behavior Analysis
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Join Free →This symposium will present findings from three recent literature reviews on the Good Behavior Game (GBG) and social skills interventions, offering practitioners an evidence-based snapshot to guide practice. The first review, presented by Rhea Palkhiwala, provides a systematic analysis of documented variations and modifications of the GBG, including adaptations such as the Caught Being Good Game and changes to rewards, feedback, and data collection methods. Findings highlight how these variations influence effectiveness in promoting positive behaviors and reducing disruptive behaviors in classroom settings. The second review, presented by Svetlana Danielyan, examines social skills training for individuals with autism and developmental disabilities, focusing on how generalization and maintenance are addressed. Skills analyzed include play, conversation, non-verbal behaviors, perspective-taking, and broader interactions. Results underscore the importance of individualized approaches and integrating generalization planning into interventions. The third review, presented by Erin Wheatley, evaluates the social outcomes associated with GBG implementation. While GBG reliably improves classroom behavior, its impact on pro-social behaviors is less consistently documented. This analysis identifies research gaps and offers recommendations to enhance the social benefits of the GBG. A closing discussion will integrate findings, emphasizing implications for improving intervention design, enhancing social outcomes, and refining implementation strategies for both GBG and social skills interventions.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Dr. Audrey N. Hoffmann is an assistant professor in the Department of Special Education and Rehabilitation Counseling at Utah State University. Dr. Hoffmann provides clinical services to individuals with intellectual or developmental disabilities and/or challenging behavior. She specializes in assessment and treatment methods for reducing challenging behavior and teaching socially appropriate skills, school-based ABA, and staff training and OBM. She is passionate about mentoring students in evidence-based practice and ethical decision-making within the field of applied behavioral science. Dr. Hoffmann serves as the director of the Research to Practice Lab at USU, the coordinator for the MS in ABA program and she is the co-director of the Behavior Support Services (BSS) Clinic within the Sorenson Center for Clinical Excellence.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 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.