Disruption in classrooms presents challenges to both teaching and learning. A common and well-researched Tier 1 support to address disruption is the Good Behavior Game (GBG), however little research exists on impacts of this intervention on students with special learning needs in a mainstream general education setting. This study utilized a single case research design replicated across four students, two of which have autism spectrum disorder (ASD), to determine the differential effects of two different versions of the GBG. Visual analysis of intervention results was used to draw conclusions about differences in effectiveness in increasing on-task student behavior. Results suggest little difference in effectiveness for the two general education target students, and mixed results for the two target students with ASD. This study suggests that more research is needed on the effects of universal interventions on students with special learning needs to understand what modifications may need to be made to improve effectiveness. Implications for practice and other suggestions for future research is also discussed.
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