Benefits

✓ There is less off-task and By Susan Regan

aggressive behavior which
allows for maximize learning WHAT IS IT?
time in the classroom
✓ Students are less likely to
need behavioral services, less The Good Behavior Game (GBG)
likely to abuse drugs and has been well researched and is
aimed at students’ positive
alcohol, and have lower rates behavior instead of punishing
of suicide and depression negative behavior (Van Lier, Van
✓ Does not compete with Der Sar, & Crijen, 2004).
instructional time and A team competition for prizes,
integrates into the school privileges, and special activities.
Check marks are recorded on
day. the blackboard for a team when
disruptive behavior of any team
Strong Evidence Base member occurs. If the check
marks for a team remain below
a pre-set number (4) by the end
Tested with 1st and 2nd Graders in of the Game the team wins. All
teams may win if their check
Baltimore City Maryland, in 1985. marks do not exceed the pre-set
number (4).
Implemented in 41 classrooms in 19
elementary schools with 2 groups of
1st graders Misconceptions
Good Behavior Game is an
Experts followed up periodically with
intervention or practice.
these students to study long term
Yet it focuses on clearly
effects
defined and meaningful
student outcomes, data
Positive Outcomes driven decision making and
problem -solving processes
Elementary School students-male The good Behavior game
students who entered the 1st grade utilizes the use of tangible
displaying aggressive behavior had rewards that can negatively
reduction in: aggressive and disruptive affect the development of
behavior, and off task behavior. intrinsic motivation.
But it includes practices
Young Adulthood- males at age 19-21 that provide students with
had reduction in school- based feedback on the accuracy
services for problem with mental and use of their social skills
health or use of tobacco/alcohol, illicit and their behavior.
drug use, and antisocial personality The good Behavior Game
disorder. was designed for students
The Good Behavior Game has been with disabilities.
implemented in locations that It was developed to
included a major population of ethnic improve how schools
minorities as well as populations from select, organize,
urban areas in the U.S. and abroad. implement, and evaluate
behavioral practices in
meeting the needs of all
students.

PROCEDURES
Step 1: Decide when to schedule the Game
Step 2: Clearly define the negative behaviors that
will be scored during the Game.
Step 3: Decide upon suitable daily and (perhaps)
weekly rewards for teams winning the Game
Step 4: Introduce the Game to the class
Step 5: Put the Game into effect
Step 6. Turn timer on
Step 7. Review rules
Step 8. Identify child and specific problem
behavior in a neutral tone of voice
Step 9. Give a check mark to child's team
Step 10. Periodically praise teams for good
behavior
Step 11. Identify winning teams on chalkboard
Step 12 Distribute or promise to distribute reward
DEALING WITH COMMON PROBLEMS
• What should I do if a small number of
students try to sabotage the game for other
children by deliberately acting out and
earning penalty points for their team?
➢ Consider forming them into a separate team
• I have used the Good Behavior Game for a
while and have found it to be effective. But
lately it doesn't seem to have the same
impact on my students. What do you
recommend?
➢ If the Good Behavior Game appears to be
losing effectiveness over time, be sure that
you are consistently noting and assigning
team points for inappropriate behaviors and
that you are avoiding verbal arguments with
students. It is very important that points be
assigned consistently when you witness
inappropriate behavior; otherwise, the
Game may not bring about the expected
behavioral improvement among your
students.
(WWW.INTERVENTIONCENTRAL.ORG/BEHAVIORAL-
INTERVENTIONS/SCHOOLWIDE-
CLASSROOMMGMT/GOOD-BEHAVIOR-GAME)
Language Learners and Students with Learning Disabilites
Research suggests that the use of the GBG
with culturally and linguistically diverse
students, show a potentially positive impact
of the GBG on the outcome of the individual
student in a small group setting.
CONTENT AREA EXAMPLES
The Good Behavior Game can be used during any content
area instructional time throughout the day. The length of
the game can vary depending on the time block for the
content area. This game is most useful during times when
the whole class is expected to show appropriate
academic behaviors, such as reading or math. The Good
Behavior Game is also useful during independent
seatwork, to keep students motivated and reward them
for staying in their seat, not talking out of turn, and not
displaying disruptive behavior.
Population: ADHD, AUTISM, ANXIETY, ED, ALL
STUDENTS
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6, 2018