References

Barrish, H., Saunders, M., & Wolf, M. (2009). Good behavior game: Effects of individual
contingencies for group consequences on disruptive behavior in a classroom1. J Appl
Behavior Anal Journal of Applied Behavior Analysis, 2(2), 119-124.
Embry, D. (2002). The Good Behavior Game: A Best Practice Candidate as a Universal
Behavioral Vaccine. Clinical Child and Family Psychology Review, 5(4), 273-297.
Flower, A., Mckenna, J., Bunuan, R., Muething, C., & Vega, R. (2014). Effects of the Good
Behavior Game on Challenging Behaviors in School Settings. Review of Educational Research,
84(4), 546-571.
Nolan, J., Houlihan, D., Wanzek, M., & Jenson, W. (2013). The Good Behavior Game: A
classroom-behavior intervention effective across cultures. School Psychology International,
9(26).

Good Behavior Games

GBG is a classroom management
strategy that helps students work
together and it creates a positive
learning environment. Promotes
early childhood good behavior by
rewarding students for following
the rules and working together.
Aids teachers in building a solid
relationship and ensure students
develop their academic skills and
positive behavior

Evidence Behind the Strategy

Children work together to create
positive learning atmosphere. Benefits
both student and teacher. Has been
established to reduce disorderly and
hostile behavior. These games can have
a long-term affect on mental stability,
drugs, smoking and alcohol abuse. Class
divided into at least two equal teams,
will help teach them to work together
Effective and Efficient
Immediate positive influence as well
as long-term effect. Studies show that it
is effective only 51.88% of the time.