THE GOOD BEHAVIOR GAME (GBG)

The Good
Behavior
Game
(GBG)

BY CHRISTOPHER ESPINOZA

Issue Date

Breaking Down the Game

General Theory and History

Whats the Point?

Psychological research shows that

behavior varies as a function of its
consequences. Against this
be
backdrop, it was thought that
disruptive, disagreeable behaviors
by students might happen because
they are somehow reinforced by
peers and others in a school setting
(e.g. smiles, giggles, laughs, pointed
taunting from other students). This
causes high rates of behaviors
teachers find difficult to handle or
harmful to the learning process.
Around the mid to late 1900s, a
group of graduate students and
senior scientists reasoned that some
kind of group-based reward for
inhibiting negative behavior might
be an advantage for classrooms. The
idea for the Good Behavior Game
was born, after they saw a teacher
spontaneously using the basic ideas.

The main purpose of this

strategy for the teachers is to
reduce general classroom
disruption, aggression, and
shyness that can happen
inside the classroom. For the
students, the main purpose
will be to have their team
follow all to rules and
expectations that will help
them gain the reinforcements
that are rewarded to the
winning team of each period
at the end of the game.
Reinforcements can include
prizes, privileges, and special
activities.

What Does the

Research Prove?
Out of the twelve behavior analysis
studies prepared by multiple
universities and scientist, each test
showed new results about the game.
For example, scientists Grady, Madsen
and De Mersseman proved the game
lowers disruptive behavior of special
education students in 1973. In 1979, it
was proven that the game was
culturally competent and lowered
classroom aggression. Not only can
the game be played in the classroom,
but scientist Fishbein and Wasik also
showed that the game could be played
in other school settings such as the
playground, library, gym, and
cafeteria. In 1984, a study done on atrisk students showed that classroom
teachers would be able to use the
Game as an effective behavior
management strategy for children atrisk for placement in special services.

THE GOOD BEHAVIOR GAME (GBG)

Procedure
Getting the Game Started
1. Determine during what time you
will schedule the game (e.g.
before/after recess, during math)
2. Divide the classroom into teams
of 2-4. Be sure to mix in disruptive,
shy, and non-disruptive students
into each team. Students are
encouraged to name their team to
boost team morale. Teacher will
assign each group a team leader
that will represent them.

Materials
Needed

Disruptive
Behavior

For a Successful Game

and the GBG Rules that Fit

Timer

White/Chalk Board

Marker

Student Booklets

Rules Posted in the

Behavior

Rule

Talking or Verbal
Disruptions

We Will Work
Quietly

Aggression or
Physical
Disruptions

We Will Be
Polite to Others

Non-compliant

We Will Follow
Directions

Out-Of-Seat

We Will get out

of our seats with
permission

Classroom
o

Daily Rewards

Weekly Rewards

3. Clearly define all the expectations

and rules before starting the game.
Be sure to mention all the the
behaviors accepted (e.g. keep your
hands to yourself, put your listening
ears on) rather than what is not
accepted (e.g. dont speak without
permission, dont get out of your
seat)
4. Explain the game to the class.
Specify the reinforcements that can
be earned and how to earn them.
Specify the time frame of the game.
Announce the start of the game and
set a timer for each period.
5. Place marks by the teams name
if a rule is broken. The team with
the fewest marks wins the
reinforcement for each period.
6. When the game is over, debrief
with positivity and encouragement
and hand out the reinforcements.

References:
Breeman, L. D., Wubbels, T., Verhulst, F. C., van der Ende, J., Maras, A., Struiksma, A.
C. J., Pol A. C. van Lier (2015). Effects of the good behavior game on the behavioral,
emotional, and social problems of children with psychiatric disorders in special education
settings. Journal of Positive Behavior Interventions, 18(3), 156167.
Poduska, J. M., & Kurki, A. (2014). Guided by theory, informed by practice. Journal of
Emotional and Behavioral Disorders, 22(2), 8394.
Embry, D. D. (2002). A Scientific and Research History of the PAX (Good Behavior) Game. PAXIS
INSTITUE