THE GOOD BEHAVIOR GAME (GBG)

Breaking Down the Game

General Theory and History

Whats the Point?

Psychological research shows that

behavior varies as a function of its
consequences. Against this backdrop, it
was thought that disruptive,
disagreeable behaviors by students
might happen because they are
somehow reinforced by peers and
others in a school setting (e.g. smiles,
giggles, laughs, pointed taunting from
other students). This causes high rates of
behaviors teachers find difficult to
handle or harmful to the learning
process. Around the mid to late 1900s,
a group of graduate students and senior
scientists reasoned that some kind of
group-based reward for inhibiting
!
negative behavior might be an
advantage for classrooms. The idea for
the Good Behavior Game was born,
after they saw a teacher spontaneously
using the basic ideas.

The main purpose of this

strategy for the teachers is to
reduce general classroom
disruption, aggression, and
shyness that can happen inside
the classroom. For the students,
the main purpose will be to have
their team follow all to rules and
expectations that will help them
gain the reinforcements that are
rewarded to the winning team
of each period at the end of the
game. Reinforcements can
include prizes, privileges, and
special activities.

The Good
Behavior
Game

What Does the

Prove?

Research

Out of the twelve behavior analysis studies

prepared by multiple universities and
scientist, each test showed new results
about the game. For example, scientists
Grady, Madsen and De Mersseman proved
the game lowers disruptive behavior of
special education students in 1973. In
1979, it was proven that the game was
culturally competent and lowered
classroom aggression. Not only can the
game be played in the classroom, but
scientist Fishbein and Wasik also showed
that the game could be played in other
school settings such as the playground,
library, gym, and cafeteria. In 1984, a study
done on at-risk students showed that
classroom teachers would be able to use
the Game
as an effective
behavior
BY CHRISTOPHER
ESPINOZA
management strategy for children at-risk
for placement in special services.

(GBG)

Issue Date

THE GOOD BEHAVIOR GAME (GBG)

Procedure

be

Getting

the Game Started

1. Determine during what time you will

schedule the game (e.g. before/after
recess, during math)
2. Divide the classroom into teams of 2-4.
Be sure to mix in disruptive, shy, and nondisruptive students into each team.
Students are encouraged to name their
team to boost team morale. Teacher will
assign each group a team leader that will
represent them.
3. Clearly define all the expectations and
rules before starting the game. Be sure to
mention all the the behaviors accepted
(e.g. keep your hands to yourself, put your
listening ears on) rather than what is not
accepted (e.g. dont speak without
permission, dont get out of your seat)

Disruptive
Behavior
and the GBG Rules that Fit

4. Explain the game to the class. Specify

the reinforcements that can be earned
and how to earn them. Specify the time
frame of the game. Announce the start of
the game and set a timer for each period.
5. Place marks by the teams name if a rule
is broken. The team with the fewest marks
wins the reinforcement for each period.
6. When the game is over, debrief with
positivity and encouragement and hand
out the reinforcements.

Materials
Needed

For

a Successful Game
o Timer
o White/Chalk Board
o Marker
o Student Booklets
o Rules Posted in the Classroom
o Daily Rewards

Behavior

Rule

Talking or Verbal
Disruptions

We Will Work
Quietly

Aggression or
Physical
Disruptions

We Will Be
Polite to Others

Non-compliant

We Will Follow
Directions

Out-Of-Seat

We Will get out

of our seats with
permission

THE GOOD BEHAVIOR GAME (GBG)

Breeman, L. D., Wubbels, T., Verhulst, F. C.,

van der Ende, J., Maras, A., Struiksma, A. C.
J., Pol A. C. van Lier (2015). Effects of
the good behavior game on the behavioral,
emotional, and social problems of children
with psychiatric disorders in special
education settings. Journal of Positive
Behavior Interventions, 18(3), 156167.
Poduska, J. M., & Kurki, A. (2014). Guided
by theory, informed by practice. Journal of
Emotional and Behavioral Disorders, 22(2),
8394.
Embry, D. D. (2002). A Scientific and Research
History of the PAX (Good Behavior) Game.
PAXIS INSTITUE

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