Step it UP! Game increases steps of adults with disabilities

Engaging in regular physical activity has been shown to decrease the risk of health conditions such as diabetes, heart disease, and high blood pressure. Several studies have shown that physical activity is lower among individuals with neuro-atypical developmental and intellectual disabilities as compared to neurotypical individuals. The current study evaluated the effects of the Step it UP! Game on the mean number of steps taken per minute with adults with disabilities. Participants were divided into 2 competing teams, and the team with the highest step count at the end of each session participated in a prize drawing. The Step it UP! Game was compared to baseline conditions using a multielement design. Mean step count increased from 24.35 steps per minute during baseline to 54.76 steps per minute during the intervention. All 10 participants took more steps during the Step it UP! Game.

Comparison of components of the Good Behavior Game in a preschool classroom

The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response-independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level.

Classroom-based interdependent group contingencies increase children's physical activity

This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase (i.e., B or C). Results indicated that individual goal setting, rather than cumulative classroom goal setting, was more effective in increasing the number of steps taken per day on average. Results suggest that individual feedback may be an important factor in attaining desired results.