The Good Behavior Game (GBG) has been implemented in numerous classrooms to decrease problem behavior. Despite the vast amount of literature, the effects of the inclusion of technology on disruptive behavior and student preference with students with autism have not been studied extensively. In this study, we compared the efficacy of the traditional GBG with technology‐enhanced GBG variations (ClassDoJo and ClassBadges) using a multielement design embedded within a reversal design with six male high school students diagnosed with autism. Results showed that all three GBG variations were similarly effective in decreasing disruptive behaviors. We then assessed individual preference for the GBG variations using a group‐oriented concurrent‐chains arrangement. All students demonstrated repeated preference for one GBG variation. These findings support the inclusion of technology‐enhanced GBG variations in special education classrooms with students with autism. Additionally, these results provide further evidence of the utility and applicability of the group‐oriented concurrent‐chains procedure.

中文翻译：

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自闭症学生对“良好行为游戏”变化的评价和偏好

良好行为游戏（GBG）已在许多教室中实施，以减少问题行为。尽管有大量文献，对自闭症学生的破坏性行为和学生偏爱的影响尚未得到广泛研究。在这项研究中，我们将传统GBG的效果与技术增强的GBG变体（ClassDoJo和ClassBadges）进行了比较，方法是使用嵌入反转设计中的多元素设计，对六名被诊断为自闭症的男高中学生进行研究。结果表明，所有三种GBG变异在减少破坏行为方面均具有相似的效果。然后，我们使用面向群体的并发链安排评估了个人对GBG变化的偏好。所有学生都表现出对一种GBG变化的反复偏好。这些发现支持了自闭症学生在特殊教育教室中采用技术增强型GBG的变化。此外，这些结果进一步证明了面向组的并发链程序的实用性和适用性。