The Good Behavior Game (GBG)

The Good Behavior Game (GBG) requires that a class be divided into teams, who work towards displaying appropriate behaviors and thereby earning points. Teams receive points by displaying the appropriate behavior and receive a “foul” if an individual within the team displays the identified inappropriate behavior. The winning team is rewarded at the end of class and also earns a token towards a larger class reward.

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How to:

Materials:

• Team Earnings chart (or tally on whiteboard) 
• Reward menu (ex. Extra recess, 5 min. for a class game, snacks, gum, extra reading time) 
• Reward items
• Class reward tokens and token container

1. As a class, identify desired behaviors (within varied learning situations: whole group, small group, peer work, or individual work). Model, demonstrate, and role play to ensure student understanding. Use of Rules within Routines Matrix may be effective and may help with generalization to other classes and settings.
2. Explain that students will have the opportunity to earn rewards for appropriate behavior.
3. As a class, identify desired rewards (ex: special activities, snacks). Designate the point value/cost for the various items. Create goals based on points per day (for example, 10 points available per day).​​​​​ Pre-determine when students can use their banked points to exchange for a reward item. For example, depending on the age and ability of students, and in order to build their endurance for demonstrating the appropriate behaviors, you may want to offer the reward exchange opportunity in smaller increments, and gradually extend this time (end of a class period, middle of the day, end of the day, end of the week.)
4. As a class, identify behaviors to avoid, particularly in areas where students have struggled (i.e. negative language, not cooperating during group work).
5. Post the rules of the game.
6. Divide the class into equal teams (3-4, depending on class size), and have teams sit together. Review established target behaviors before each installment of the game.
7. Say “Game on!”
8. Award points appropriately and consistently. The behavioral expectations among students may vary; improvements in behavior should be noted and awarded on an individual basis.
9. Call “foul” when inappropriate behaviors are demonstrated, and record the foul for that team. 
10. At the end of the class (or other designated time), the winning team will have earned the most points for the identified appropriate behaviors, as well as receiving a minimal number of fouls, without going over a designated number of fouls (3-5). Do not identify this number, so students are motivated to continue behaving appropriately. For example, if one team was receiving many fouls, other teams may choose to behave inappropriately, but not more than the other team, in order to earn the reward.
11. The winning team receives a reward, as well as a token towards a larger class reward.

Reference:
Flower, A., McKenna, J., Muething, C. S., Bryant, D. P., & Bryant, B. R. (2013). Effects of the Good Behavior Game on classwide off-task behavior in a high
       school basic algebra resource classroom. Behavior Modification 38(1), 45-68. doi: 10.1177/0145445513507574

Resources:

• Dojo Reward Menu
• Good Behavior Game
• Reward Menu

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