Good Behavior Game Middle Schools Students with Disabilities’ On-task Behavior

This study investigated the effects of the Good Behavior Game. Researchers implemented the game in a middle school resource classroom for the purpose of increasing students’ on-task behavior. Four students in seventh grade, enrolled in a study skills class, participated; two were eligible under the category of specific learning disability and two were eligible under the category of other health impairment. The researchers used a single case research design, specifically an ABAB withdrawal design. They assessed students’ on-task behavior with recordings of sessions using momentary time sampling with 30-second intervals. There was a functional relation between the Good Behavior Game and two students’ on-task behavior. Two students’ on-task behavior incased during Good Behavior Game sessions, but a functional relation could not be concluded based on lack of data because of absences. Implications and conclusions will be discussed.