A new review, published in the Review of Educational Research, analyses the evidence on The Good Behavior Game (GBG), a classroom management programme that has been used (and studied) for 40 years. Strategies in the programme include acknowledging appropriate behaviour, teaching classroom rules, providing feedback about inappropriate behaviour, verbal praise, and providing rewards as reinforcement.
A total of 22 studies met the authors’ inclusion criteria. In these, the programme was mainly being used in mainstream primary schools with externalising, challenging behaviours (eg, disruptive behaviour, off-task behaviour, aggression, talking out, and out-of-seat behaviours).
The review aimed to describe and quantify the effect of the GBG on various challenging behaviours in school and classroom settings. The findings suggested that the GBG had moderate to large effects on a range of challenging behaviours, and that these effects were immediate. The correct use of rewards was found to be important for intervention effectiveness. Few studies considered the long-term impact of the GBG, but the authors conclude that the effects were largely stable, with only a very slight decrease over time.
The authors note that the GBG has been implemented by individuals in a variety of school roles (such as classroom teachers, student teachers, librarians, and lunchtime staff), and that this highlights the ease with which the GBG can be implemented under a variety of conditions. Additionally, the relatively brief training for practitioners in the studies suggests that the GBG can be used successfully without extensive training.
The Education Endowment Foundation (EEF) is currently funding a randomised controlled trial of the GBG in 74 schools in England.
Source: Effects of the Good Behavior Game on Challenging Behaviors in School Settings (2014), Review of Educational Research, online first June 2014.