Reducing Disruptive Behavior in an Urban School Cafeteria: An Extension of the Good Behavior Game

Document Type

Article

Publication Date

2-2009

Abstract

Non-classroom settings are often the most violence-prone areas within a school. This study investigated the impact of an interdependent group contingency on the disruptive behaviors of students in grades K–6 in an urban school cafeteria. Nine female noontime aides and National School and Community Corps staff members implemented the Lunchroom Behavior Game (LBG), a modification of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), within a multiple-baseline design across three lunch periods. Results showed a decrease in the level of disruptive behaviors following the implementation of the LBG in each lunch period and a decreasing trend for two of the three lunch periods. Discussion focuses on the use of the LBG in preventing antisocial behavior and role expansion for school psychologists interested in promoting school-based prevention strategies.

Publication Title

Journal of School Psychology

Volume

47

Issue

1

First Page

39

Last Page

54

Comments

This article was published in Journal of School Psychology, Volume 47, Issue 1, Pages 39-54.

The published version is available at https://doi.org/10.1016/j.jsp.2008.09.003.

Copyright © 2009.

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