Good Behaviour Game (GBG): Improving Pupil Behaviour Through Classroom Rules, Team Membership, Monitoring of Behaviour, and Positive Reinforcement
Intervention Details
Subject
English Language ArtsAcademic Program
General EducationDuration
2 yearsGrades
3, 4Personnel
Coach, General Education Teacher
Intervention Summary
The Good Behaviour Game (GBG) is a universal behaviour management intervention that aims to improve children's classroom behaviour in order to improve attainment. The GBG is based on three key theories: behaviourism (specifically, contingency management), social learning theory, and social constructivist theory. The intervention involves the use of a game format to teach children the rules of the classroom and to encourage positive behaviour. The GBG is typically implemented by class teachers and involves the use of a scoreboard, rewards, and consequences to reinforce positive behaviour. The intervention is designed to be flexible and can be adapted to suit the needs of different classrooms and schools.
Grades
3, 4Personnel
Coach, General Education TeacherStatistical Finding Summary
No effect on reading ability
No effect on concentration problems
No effect on disruptive behavior
No effect on pro-social behavior
No effect on teacher stress
No effect on teacher self-efficacy in classroom management
No effect on teacher retention
Source
Alexandra, H., Ann, L., Emma, A., Garry, S., Kim, P., Kirsty, F., Lawrence, W., Liz, B., Louise, B., Margarita, P., Maria, P., Michael, W. & Neil, H. (2018). Good Behaviour Game: Evaluation Report and Executive Summary (ED617332). ERIC. https://files.eric.ed.gov/fulltext/ED617332.pdf.
Data Sample by Population
These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.
The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.