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.