The testing effect is a well-established phenomenon in cognitive psychology that refers to enhanced long-term retention of information due to active recalling through testing. Following a cross-disciplinary translation of the testing effect into behavioral principles, we systematically replicated the previous findings in a behavior-analytic…

Synchronous schedules of reinforcement align the onset and offset of the response with the onset and offset of the reinforcer. In this study, we used a multiple-baseline-across-classes and reversal design to determine the effects of a synchronous reinforcement schedule, arranged as an interdependent group contingency, on time spent following rules…

Many universities sponsor student-oriented transit services that could reduce alcohol-induced risks but only if services adequately anticipate and adapt to student needs. Human choice data offer an optimal foundation for planning and executing late-night transit services. In this simulated choice experiment, respondents opted to either (a) wait an…

Past research has demonstrated the effectiveness of teacher-implemented, function-based treatments for problem behavior, but no studies have evaluated the impact of distractions on teachers' procedural integrity. In this proof-of-concept study, the experimenters employed a laboratory analog to examine the impact of distractions on levels of…

We discuss the use of two empirically validated behavior-change methods--checklists and goal setting--and designed a checklist to assist behavior analysts in improving their behavioral services to be more culturally responsive and trauma informed. We also present pilot data evaluating the use of the checklist and goal setting on the inclusion of…

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth-grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four…

Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter-implemented, teacher-implemented, and student-implemented. The effects of…

A synchronous-reinforcement schedule is a type of schedule of covariation in which the onset and offset of the reinforcer covaries with the onset and offset of behavior. This study was a proof-of-concept demonstration of the efficacy of synchronous reinforcement for on-task behavior (completing a preacademic skill) and an evaluation of…

We combined several single-subject designs to assess the effects of contingent and noncontingent token reinforcement on moderate-to-vigorous physical activity (MVPA) exhibited by 4 preschool-aged children. Higher overall levels and longer bouts of MVPA reliably occurred when tokens were delivered contingent on MVPA for 3 of the 4 children when…

The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In…

The Good Behavior Game (GBG) is a popular group contingency implemented to decrease disruptive behavior in classrooms. However, despite numerous replications of the GBG, there are few direct comparisons evaluating the effectiveness of specific components of the GBG. In the present study, we directly compared the type of feedback delivered during…

The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after…

We used a reversal design with an embedded multielement design to compare the effects of an independent group contingency and a randomized dependent group contingency on compliance with assigned literacy worksheets in a first-grade general education classroom. Nine participants were selected based on low levels of compliance in baseline or by…

The Good Behavior Game (GBG), a well-researched classroom group contingency, is typically played for brief periods of time, which raises questions about the effects on subsequent contexts. This study used a multiple baseline design and showed that when the GBG was implemented in one context, behavior improved in only that context. Behavior…

The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first-grade and three kindergarten classes. We also examined teacher preference for teacher-led GBG, student-led GBG, or no GBG using a concurrent chains procedure.…