The

Good
Behavio
r
What is
this?

The idea behind the GBG is to positively reinforce on task behavior in the classroom. The way it
is done is by splitting the class into teams and whoever has the least amount of behavioral
problems at the end of the day earns a prize.

1) Designate a set standard of rules and

behaviors for the student to follow.
2) Once the students understand what is
expect show them the possible
rewards.
3) Split the class into teams (just 2 or 3)
and begin teaching.
4) Any time a student acts up or is not
task their team earns a point.
5) At the end of the day the group with
the least amount of points earns a prize.

The simple
steps to
implementi
ng the GBG

on

The Good Behavior Game is very simple to do and takes almost no planning, just for the teacher
to observe the students a little more intently and
keep track of on & off task behavior.

But who does this

strategy work for???

Studies show that in the general education

classroom the GBG works from pre K to about
middle school. High school students might find
the game to be a little childish and not want to
interact.

It works especially well with children suffering from Emotional and Behavioral Disabilities

1) Children prefer a material reward as opposed to just praise

2) It becomes a completion and of course they want
to win
3) They are exited for the rest of the class to see how
well they behave
4) Students see it as a game as opposed to behaving
they are playing (Think about the quiet game)

This
works for
several
reasons

Think about it like youre

training a dog, when they act up
they get in trouble. When they
do what is expected of them
they are rewarded.
(Students are not animals, dont treat them as such)

In short, the GBG is easy for teachers to use in the classroom, works for
general and special education up to a certain age and is proven to help
teach students subconsciously to remain on task in the classroom.
Resources

Flower, A., & McKenna, J. (n.d.). Get Them Back on Track: Use of the Good
Behavior Game to Improve Student Behavior.
Donaldson, J. M., Wiskow, K. M., & Soto, P. L. (2015). Immediate and distal
effects of the good behavior game. Journal of Applied Behavior Analysis,
48(3), 685-689.
Elswick, S., Casey, L. B., Zanskas, S., Black, T., & Schnell, R. (2016). Effective
data collection modalities utilized in monitoring the good behavior game:

Technology-based data collection versus hand collected data. Computers in

Human Behavior, 54, 158-169.
http://eric.ed.gov/?q=
%22%22&ff1=subRegular+and+Special+Education+Relationship&ff2=souIntervention+in+Scho
ol+and+Clinic&id=EJ1021240