The Good Behavior Game (GBG) is a classwide group contingency that has proven effective at reducing disruptive classroom behavior across elementary and secondary grade levels (Flower, McKenna, Bunuan, Muething, & Vega, 2014). The vast majority of GBG research has reported the effects at the classwide level. There have been relatively few evaluations of the effects of the GBG on individual student behavior. The current study examined the effects of the GBG at the individual student level for 12 participants nominated as most disruptive by their teachers across 2 kindergarten classes and 1 first-grade class. The majority of participants exhibited consistently less disruptive behavior during the GBG compared to baseline (BL). One participant's disruptive behavior persisted throughout all phases. These findings suggest that the GBG may prevent teachers from creating unnecessary individualized interventions for some students and may also help identify students who require individualized interventions.

Individuals diagnosed with intellectual and developmental disabilities (IDD) frequently exhibit self-injurious behavior (SIB). Previous research has examined the published literature on behavioral treatments of SIB from 1964–2000. Results suggested that these treatments were highly efficacious at decreasing SIB, particularly when based on the results of a functional assessment. The purpose of this review is to update, replicate, and extend the previous research. The current findings indicate an increase in studies reporting automatically maintained SIB as well as less efficacious treatments overall. Discussion of our conclusions and methods of SIB assessment and treatment are discussed, both as they relate to the previous review and for future directions.