1. Good Behavior Game
As a Process of Classroom Management Allen ISD Sandy Simons and Karen Hemmenway June 16, 2015

2. Evidence-Based Behavioral Classroom Management Strategy
Good Behavior Game
What is it?
Evidence-Based Behavioral Classroom Management Strategy
It is an interdependent group contingency approach to the management of classroom behaviors that rewards children for displaying appropriate on-task behaviors during instructional times.

3. Research Support
Large body of strong, scientific research has supported the effectiveness of the GBG.
Strong intervention for elementary general education classrooms, adaptable to special education classrooms.
Promising intervention for middle/high school classrooms
Some research has indicated that this intervention may actually reduce criminality, tobacco and substance abuse after graduation from school.

4. Good Behavior Game What is it? Team Based
Creates a Positive Learning Environment
Peers encourage each other
Integrates classroom rules
Does not compete with instructional time
Students work together to qualify for incentives

5. Good Behavior Game (GBG)
What does it look like?
Use classroom rules already in place
Classroom is divided into 2 or more teams
Prior to the game, teachers let the students know that students must work together as a team and the behavioral expectations to win.
For ex., if they earn fewer than 5 check marks on the board for disruptive behaviors, they have won the game. Another ex., students strive to earn at least 5 stars for being on-task and following class rules.

6. Strategy Benefits Both Teacher and Students
“If you win, I win” system
Shy and withdrawn students can become leaders
Students with good behavior can become leaders
Flexible – can be played for a 10 min session, during an activity, lesson or subject. Any time of day and as many times a day.
Student – monitor their own behavior
Teacher – devotes more time to teaching

7. Implementing this Intervention
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.

8. Implementing this Intervention
Step 1: Decide when to schedule the GBG.
Initially, pick a time when the majority of the class will show appropriate behaviors
Initially, state with small increments of time i.e. 10 min. It can be played am and pm.
Most effective if blocks of time are devoted
i.e. reading, math, content instruction and independent seatwork.

9. Implementing this Intervention
Step 2: Clearly define the negative behaviors that will be scored during the GBG
Talking or Verbal Disruptions: talking without being permitted by the teacher, whistling, singing, yelling, or making other sounds.
RULE: We will work quietly
Out of seat: getting out of your seat without permission. Includes standing up, jumping, or walking around the room.
RULE: We will get out of our seats with permission

10. Implementing this Intervention
Non-compliance: breaking rules, not listening or not looking at the teacher.
RULE: We will follow directions
Aggression or physical disruption: physical contacts, such as hitting, kicking, pushing, making someone stumble, hair pulling, pinching, throwing objects, pencil fighting, intentional pencil breaking, taking or destroying property of others.
RULE: We will respect other’s personal space and property

11. Implementing this Intervention
Step 3: Decide on suitable daily and (perhaps) weekly rewards for teams winning the GBG
Choose reinforcers that will effectively motivate students to play the Game.
Utilize reinforcers that fit naturally into the context of a classroom
Have a reward menu established for easy access
Pre-teach if a chosen reward will not be available
(See GBG Rewards attached)

12. Implementing this Intervention
Step 4: Introduce the GBG to the class
Post the rules ***IMP** they must know the rules
Model unacceptable and acceptable behaviors
Set forth a time to play the GBG
Inform students that their team can win if they earn no more that a certain number (i.e. 4)check marks during the GBG
Divide your students into teams
Review the rewards the winning team can earn

13. Implementing this Intervention
Step 5: Play the GBG
During the time the game is in effect, the teacher continues to carry out the usual instruction.
During the game, the teacher records the checkmarks or stars at the moment they occur during the lesson.
( i.e. smartboard, chart paper, notepad)
Time/Activity
TEAM 1
Team 2
Checks
Stars

14. Implementing this Intervention
Step 5: Play the GBG
As soon as problem behavior occurs, in a calm neutral tone, identify the mark and praise other teams.
Teacher may publically announce when star is earned as a reminder to students.
Praise winning teams as well as reward for efforts.
It is okay to have 2 winning teams
Teams may compete for weekly rewards as well as daily
Advantage of the GBG is that competition occurs within teams and against criterion, not across groups

15. Common Problems with GBG
Avoid negative verbal interactions with students during the game
Praise frequently for acceptable behaviors (10:1)
Students do not get marks for academic performance
Should a student sabotage the team – assigned him to his own team and investigate the function.
IF some teams aren’t winning consistently – redistribute disruptive students, try new rewards, change the delivery time, shorten the game, change the game time

16. Sources: http://www.evidencebasedprograms.org
Barrish, H.H., Saunders, M, & Wold, M.M.(1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2,
Harris, V.W. & Sherman, J.A. (1973). Use and analysis of the “Good Behavior Game” to reduce disruptive classroom behavior. Journal of Applied Behavior Analysis, 6,