THE GOOD BEHAVIOR GAME - AN INVESTIGATION OF TEACHERS ACCEPTANCE

Although shown to be effective, group contingency procedures have been assessed for their acceptability by individuals responsible for imple mentation in only one empirical study to date (Elliott, Turco, & Gresh am, 1987). The present investigation assessed teachers' acceptance of the Good Behavior Game (GBG), an interdependent type of group continge ncy, in two analogue studies. The GBG was found to be as acceptable as individually based procedures (positive reinforcement and response co st). Neither age of target children, severity of behavior problem, nor the stated rationale for the procedure affected teachers' ratings of acceptability. A positive relationship was found between acceptability and usage for positive reinforcement and the GBG, and between accepta bility and effectiveness for all procedures. The results of the presen t investigations are compared to those of other studies of interventio n acceptability.