A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau-U effect sizes ranged from .76 to .95 indicating large and very large effects for both behaviors for two students and academic engagement for the third student, but Tau-U for the third student’s disruptive behavior was .32 (considered not effective). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students’ behavior was generally better in intervention phases both during and not during the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study.

参与者内部退出设计用于检查积极版本的良好行为游戏 (GBG) 对情绪或行为障碍 (EBD) 学生的小学特殊教育课堂中的三名学生的影响。结果表明，当 GBG 实施后，所有三名学生的破坏性行为和学术参与立即得到改善，这通常在学术参与的第二干预阶段得到复制。Tau- U效应大小从 0.76 到 0.95 不等，表明对两名学生的行为和第三名学生的学术参与都有很大和非常大的影响，但第三名学生破坏性行为的Tau- U为 0.32（被认为无效）。在干预阶段接近尾声时，两名学生在学术参与行为方面表现出略有下降的趋势，而在破坏性行为方面表现出增加的趋势。初步的课内分析还表明，与他们的基线行为水平相比，学生在 GBG期间和非GBG期间的干预阶段的行为通常更好。社会效度信息表明最初教师和学生对 GBG 的看法总体上是积极的，在研究结束 10 周后学生的看法不太积极。老师报告说在研究结束后的 10 周内实施了 GBG 5 次。