SUITABLE FOR

GOOD BEHAVIOR GAME 

ALL AGES

1. GAME 2. BEHAVIORAL
SCHEDULE EXPECTATIONS

4. GAME
3. DEFINED
INTRODUCTION /
REWARD
RULES

5. PLAY 6. REFLECTION

Examples of GBG: Strategy Definition:

The GBG is to be played during a specific allotted time during The Good Behavior Game (GBG) is a
typical classroom instruction. During the game, the teacher universal classroom behavioral
continues to carry out his/her planned instruction. The teacher method. It is a whole-class intervention;
should set at limit at (3) behavioral expectations to be included in rewards students for displaying
the game. Students should model what these behaviors should appropriate behaviors during specific
look like before the start of the game. instruction time.

Populations: First published research article

confirming GBG as an effective means
GBG is suitable for all students; at any age level. of increasing the rate of on-task
behaviors while reducing disruption in
Procedures: the classroom published by the
University of Kansas in 1969.
Step 1 – Schedule:
The GBG is to be scheduled at a time/lesson/subject when
Sources:
students have exhibited disruptive behaviors. The duration of the
game will be set by the teacher. The game was designed to have
Barrish, Harriet, Muriel Saunders, and
a specific time limit. The GBG is time sensitive, behavior specific,
Montrose Wolf. “Good Behavior Game:
and has closure. Note: the overuse of the GBG can lessen the
Effects of Individual Contingencies for
effectiveness of the game.
Group Consequences on Disruptive
Behavior in a Classroom.”Journal of
Applied Behavior Analysis 2 (Summer
Step 2 – Behavioral Expectations:
1969): 119-124.
Clearly defined and limited set number of negative behaviors that
will be scored throughout the duration of the game. Example of 3
Kane, Elizabeth, Allison Heifner, and
set negative behaviors to be worked on during game:
Reece Peterson. “Good Behavior
o Leaving one’s seat
Game. Strategy Brief.” Lincoln, NE:
o Talking out of turn
Student Engagement Project, University
o Engaging in disruptive behavior
 SUITABLE FOR
GOOD BEHAVIOR GAME 
ALL AGES
of Nebraska-Lincoln and the Nebraska
Step 3 – Defined Reward: Department of Education.
Teacher to choose a reward that they feel will effectively http://k12engagement.unl.edu
motivate students to take part in the GBG. Rewards should fit
naturally into the context of the classroom. For example group(s) Kellam, Sheppard. “The Good Behavior
who win the GBG will be rewarded with extra recess, PJ day, stars Game and the Future of Prevention
next to their name displayed on a class behavioral chart, etc. and Treatment.” Addict. Sci. Clin. Pract.
2011 Jul; 6(1): 73-84.
Step 4 – Game Rules:
At this step, the teacher will divide the class into (2-4) teams and Mitchell, Rachel, Daiel Tingstrom, Brad
introduce the rules of the GBG to the students. Each negative Dufrene, W. Ford, and Heather Sterling.
behavior will be recorded by the teacher and added to the “The Effects of Good Behavior Game
group’s total score. Teams can be noted for a bad behavior and With General-Education High School
incur a point during the game without interrupting the lesson. The Students.” School Psychology Review,
group with the lowest score wins. The teacher can have a ‘cut 2015, 44(2): 191-207.
off’ score that can allow for multiple or all groups to win if they are
below that total. Ortiz, Jennifer, “The Good Behavior
Game for Latino English Language
When introducing the Game to students it is a good idea to Learners in a Small Group Setting”
clearly review examples of acceptable and unacceptable (2015). Doctoral Dissertations, 885.
behaviors – it is important that all children know the rules before http://digitalcommons.uconn.edu/diser
the Game begins. To more effectively illustrate those rules, tations/885
children may be recruited to demonstrate acceptable and
unacceptable behaviors – or the teacher may describe a Sy, Jolene, Olivia Gratz, and Jeanne
number of behaviors and ask the class to decide with a show of Donaldson. “The Good Behavior Game
hands whether such behaviors are to be scored or not. with Students in Alternative Education
Environments: Interactions Between
Step 5 – Play Game: Reinforcement Criteria and Scoring
The teacher continues to carry out his/her instruction throughout Accuracy.” Journal of Behavioral
the set duration of the game. The only alteration to the routine is Education, 2016, 25: 455-477.
that the teacher is also noting and publically recording any
negative points incurred by the team. The teacher can post the
scores on a large piece of paper or on the blackboard. When
awarding points, the teacher should simply nod and record. The
point is to give continuous feedback without disrupting the flow of
instruction.

Step 6 – Reflection:
The GBG uses positive encouragement and relationship skills at
the foundation of its intervention. At the end of the GBG, it is
important for the teacher to review points earned and reminders
to the class about acceptable behavior.