Promoting Teachers’ Implementation Adherence and Quality of the Good Behavior Game Using Behavioral Skills Training

Abstract

ABSTRACT Management of classroom behavior is one of the primary responsibilities of teachers, yet teachers report they receive little to no training in this area. Research demonstrates that classrooms with poor behavior management lead to negative outcomes for students and teachers. Behavioral Skills Training (BST) may be an effective model for supporting teachers on the use of the Good Behavior Game (GBG), which is a simple intervention encompassing many recommended evidence-based classroom management practices. The purpose of this study was to use a multiple-probe design to examine the impact of BST on teacher adherence and quality of GBG implementation. Results indicated that BST effectively trained teachers to implement the GBG with high levels of adherence that were maintained for the duration of the study with no follow-up supports needed. Modest changes were observed for quality of implementation. Student outcomes, participant responsiveness, self-efficacy, correlational analyses, and implications for future research are discussed.