Participants in a majority of the studies conducted with the GBG have consisted primarily of elementary-age students (first through sixth grades). Also, although not always specified, most studies have been conducted either with regular education students or students who have had some history of behavior management difficulties. Only a few investigations of the GBG have been conducted with students with disabilities. One study employed a modified version of the game to effectively reduce class levels of disruptive behavior with 6- to 10-year-old students with mild mental retardation. Another study that combined self-management and peer-monitoring procedures in a variation of the GBG successfully reduced uncontrolled verbalizations in third-grade students with Attention Deficit Hyperactivity Disorder. Researchers have also individualized the GBG across types and frequencies of a variety of inappropriate behaviors for three classes of 15- to 17-year-old students with emotional disturbance. The individualized GBG was success ful in decreasing inappropriate behaviors for these adolescents. Two studies successfully used the game with a wide age range of students with disabilities, from 9 to 20 years of age and from 12 to 23 years of age.
The youngest students with whom the GBG has been used thus far has been preschoolers. The researchers increased compliance in two pairs of preschoolers using only positive procedures. The GBG has also been used in a hospital setting with adults. In this study, the Good Productivity Game was used with four hospital residents who were trainees at a rehabilitation industry to increase their work output for a task for which they were paid a wage.
Last, the only cross-cultural application of the GBG used the game with Sudanese second graders. The game, patterned very closely after the original version, was successful in reducing talking and out-of-seat behavior, as well as aggression.
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