This program is for children who are in kindergarten to 6th grade.

The Good Behavior Game (GBG), a school-based program, is designed to reduce disruptive and aggressive behaviors and lessen later anti-social behavior and substance use in participants.

Results for GBG have been mixed. An epidemiology-based randomized field trial indicated that GBG reduced teacher ratings of aggression and shyness for boys and girls, reduced peer nominations of aggression for boys, decreased aggressive behavior among boys in aggressive classrooms, increased students' on-task performance in the classroom, and reduced the likelihood of initiation of smoking for adolescent boys. At a 14-year follow-up, a significant impact was found for males, who were identified as more aggressive and disruptive in 1st grade, on reduced drug and alcohol abuse/dependence disorders, smoking, violent and criminal behavior, and antisocial personality disorder. A follow-up in young adulthood, ages 19 to 21, found significantly reduced high-risk sexual behaviors and drug abuse and dependence disorders among males in the GBG group who were more aggressive and disruptive in 1st grade and through middle school. Results from a randomized trial in which GBG was implemented in 77 schools in England demonstrated reductions in concentration problems and improved prosocial behavior among at-risk children. However, there was no impact on children’s disruptive behavior or other outcomes, and there was increased experiences of bullying for boys. At a 2-year follow-up, intervention students reported lower levels of peer and social support.

he GBG program seeks to reduce disruptive behaviors and increase social skills among students by creating group cohesiveness and cooperation. The game is based on four key components:

• Classroom Rules;
• Team Membership;
• Monitoring Behavior; and
• Positive Reinforcement.

Before the game starts, teachers and students determine classroom expectations, such as defining disruptive and suitable behaviors. Students are divided into teams; each team consists of balanced numbers of students with aggressive, disruptive, and shy behaviors. During the game, students are encouraged to ignore disruptive behavior, follow directions, respect one another, and work quietly. In addition, students earn rewards by refraining from disruptive, inattentive, or aggressive behavior. Teachers use the display board to mark disruptive behaviors demonstrated by students. The team or teams that do not surpass the maximum number of disruptive behaviors win the game and receive a reward.

Rewards should be something that all students are inspired to work toward, such as stickers, free time, or outdoor play. As students become familiar with GBG, teachers implement the game without informing the students. Consequently, students are encouraged to constantly monitor their behaviors. At the beginning of implementation, classroom expectations should be attainable by all students and should become progressively more difficult as the game is played.

The GBG was developed in 1969 and has been implemented and evaluated in the United States and internationally.

GBG is implemented by trained classroom teachers. Local coaches supervise, mentor, and support teachers and must have a master's degree or higher in education or a related area; 5 or more years of experience as a teacher; and 2 years of experience as a teacher leader, school coach, or mentor. Training for teachers includes 3 days of in-person training and ongoing coaching. Training for coaches includes 4 days of in-person training, site visits, and ongoing coaching support through the first year. Please use details in the Contact section to learn more.

Considerations for implementing this program include acquiring administration, teacher, and coach buy-in; recruiting coaches who have suitable educational backgrounds; ensuring that teachers and coaches receive training; acquiring funds for training and implementation; and making time in the existing curriculum to implement the program.

The Clearinghouse can help address these considerations. Please call 1-877-382-9185 or email Clearinghouse@psu.edu

If you are interested in implementing GBG, the Clearinghouse is interested in helping you!
Please call 1-877-382-9185 or email Clearinghouse@psu.edu

At the start of the school year, teachers begin playing GBG three times a week for 10 minutes and progress to playing the game every day for 30 to 40 minutes. GBG implementation time varies and depends on the students' developmental skills and instructional tasks of the day.

A set of program materials, which includes manuals for initial and booster training and other implementation materials, costs approximately $600 per teacher. Student incentives cost approximately $100 per classroom per year.

To move GBG to the Promising category on the Clearinghouse Continuum of Evidence at least two additional evaluations must be conducted that consistently demonstrate sustained, positive effects on primary outcomes.

The Clearinghouse can help you to develop an evaluation plan to ensure the program components are meeting your goals. Please call 1-877-382-9185 or email Clearinghouse@psu.edu

Contact the Clearinghouse with any questions regarding this program.
Phone: 1-877-382-9185     Email: Clearinghouse@psu.edu

You may also contact American Institutes for Research by mail 1000 Thomas Jefferson Street, NW, Washington, DC 20007-3835, phone 1-866-535-8686, email gbg@air.org, or visit https://goodbehaviorgame.air.org/index.html

https://www.blueprintsprograms.org/programs/good-behavior-game/ and https://goodbehaviorgame.air.org/index.html