AN EVALUATION OF THE GOOD BEHAVIOR GAME IN KINDERGARTEN CLASSROOMS JEANNE M. DONALDSON AND TIMOTHY R. VOLLMER UNIVERSITY OF FLORIDA TANGALA KROUS AND SUSAN DOWNS DAVENPORT, IOWA, SCHOOL DISTRICT AND KERRI P. BERARD UNIVERSITY OF FLORIDA The good behavior game (GBG) is a classwide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. Five kindergarten teachers and classrooms participated in this evaluation of the GBG. Disruptive behavior markedly decreased in all five classrooms as a result of the intervention. This study extends the GBG literature by systematically replicating the effects of the GBG with the youngest group of students to date. Key words: group contingencies, classroom management, disruptive behavior _______________________________________________________________________________ Implementation of individualized behavior plans in large general education classrooms can be extremely difficult for teachers, creating a need for classwide behavior-management strat- egies that are easy for teachers to implement and effective for most students. One classwide behavior-management strategy that has been primarily implemented and evaluated for first through fifth grade children is the good behavior game (GBG). Because of its simplicity and evidence of long-term effects (Kellam et al., 2008; Kellam, Ling, Merisca, Brown, & Ialongo, 1994), the GBG has been termed a ‘‘behavioral vaccine’’ (Embry, 2002). The GBG is even recommended by the Surgeon General as a Promising Program for prevention of youth violence (U.S. Department of Health and Human Services, 2001). The GBG is an interdependent group contingency that involves dividing the class into teams, creating simple rules, and arranging contingencies for breaking or following those rules. Barrish, Saunders, and Wolf (1969) conducted the first empirical evaluation of the GBG in one fourth-grade classroom. Out-of- seat and talking-out responses were substantially reduced as a result of the intervention. Several studies have since evaluated the GBG and modifications of the GBG (see Tingstrom, Sterling-Turner, & Wilczynski, 2006, for a review). Replication of the GBG with students younger than first grade would provide impor- tant information on the generality of the procedure because kindergarten represents the entry level of schooling for many children. Experience with the GBG may establish histories of appropriate behavior and rule following when entering school. Presumably, such effects could have longer term implica- tions, and some evidence exists to support that Address correspondence to Timothy R. Vollmer, Department of Psychology, University of Florida, P.O. Box 112250, Gainesville, Florida 32611 (e-mail: [email protected] ufl.edu). doi: 10.1901/jaba.2011.44-605 This study was funded by the Davenport Community School District in Davenport, Iowa. We would like to thank .

1. AN EVALUATION OF THE GOOD BEHAVIOR GAME IN
KINDERGARTEN CLASSROOMS
JEANNE M. DONALDSON AND TIMOTHY R. VOLLMER
UNIVERSITY OF FLORIDA
TANGALA KROUS AND SUSAN DOWNS
DAVENPORT, IOWA, SCHOOL DISTRICT
AND
KERRI P. BERARD
UNIVERSITY OF FLORIDA
The good behavior game (GBG) is a classwide group
contingency that involves dividing the class
into two teams, creating simple rules, and arranging
contingencies for breaking or following
those rules. Five kindergarten teachers and classrooms
participated in this evaluation of the
GBG. Disruptive behavior markedly decreased in all five
classrooms as a result of the
intervention. This study extends the GBG literature by
systematically replicating the effects of
the GBG with the youngest group of students to date.
Key words: group contingencies, classroom management,
disruptive behavior

2. _____________________________________________________
__________________________
Implementation of individualized behavior
plans in large general education classrooms can
be extremely difficult for teachers, creating a
need for classwide behavior-management strat-
egies that are easy for teachers to implement and
effective for most students. One classwide
behavior-management strategy that has been
primarily implemented and evaluated for first
through fifth grade children is the good
behavior game (GBG). Because of its simplicity
and evidence of long-term effects (Kellam et al.,
2008; Kellam, Ling, Merisca, Brown, &
Ialongo, 1994), the GBG has been termed a
‘‘behavioral vaccine’’ (Embry, 2002). The GBG
is even recommended by the Surgeon General
as a Promising Program for prevention of youth
violence (U.S. Department of Health and
Human Services, 2001).
The GBG is an interdependent group
contingency that involves dividing the class
into teams, creating simple rules, and arranging
contingencies for breaking or following those
rules. Barrish, Saunders, and Wolf (1969)
conducted the first empirical evaluation of the
GBG in one fourth-grade classroom. Out-of-
seat and talking-out responses were substantially
reduced as a result of the intervention. Several
studies have since evaluated the GBG and
modifications of the GBG (see Tingstrom,
Sterling-Turner, & Wilczynski, 2006, for a
review). Replication of the GBG with students

3. younger than first grade would provide impor-
tant information on the generality of the
procedure because kindergarten represents the
entry level of schooling for many children.
Experience with the GBG may establish
histories of appropriate behavior and rule
following when entering school. Presumably,
such effects could have longer term implica-
tions, and some evidence exists to support that
Address correspondence to Timothy R. Vollmer,
Department of Psychology, University of Florida, P.O.
Box 112250, Gainesville, Florida 32611 (e-mail:
[email protected]
ufl.edu).
doi: 10.1901/jaba.2011.44-605
This study was funded by the Davenport Community
School District in Davenport, Iowa. We would like to
thank the principals and teachers at the three schools in
which the study was conducted.
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2011, 44,
605–609 NUMBER 3 (FALL 2011)
605
notion (Embry, 2002). Thus, the purpose of
this study was to evaluate the effectiveness of a
modification of the GBG on the disruptive
behavior of kindergarten students.
METHOD

4. Participants and Settings
Five kindergarten teachers at three elementa-
ry schools in an Iowa public school district
volunteered to participate as implementers. The
classes were general education classrooms with
15 to 22 students each, totaling 98 students.
Overall, the classrooms were 53% female and
69% white, 12% black, 9% Hispanic, 8%
biracial, 1% Asian, and 1% American Indian.
All sessions occurred in the teachers’ classrooms
during group instruction. During group in-
struction, students were expected to sit on a
carpet in front of the teacher. Group instruction
occurred at least twice per day in each classroom
(typically for reading and math) and varied in
duration from approximately 10 to 35 min.
Target Responses, Data Collection, and
Interobserver Agreement
Target responses and response definitions
were developed by the experimenters in close
collaboration with the teachers. Students were
considered to be out of seat if they were not
sitting with their legs crossed on their spot on
the carpet and facing forward. Students were
considered to be talking out of turn if they made
any vocalization without being called on by the
teacher, unless the teacher indicated that all
students could call out answers. Students were
considered to be touching another student if their
hands or feet made contact with another
student.

5. During baseline and teacher implementation
phases, an observer collected data on the
frequency of each of the three target responses
for all individuals in the class (individual
student data were not isolated) using a
computer program designed for data collection
in real time. During experimenter implementa-
tion (described below), the observer served as
the implementer and scored behavior by writing
hatch marks on a dry-erase board that was
visible to the students.
A second observer recorded data during 35%
of sessions for Teacher 1, 15% for Teachers 2
and 3, 20% for Teacher 4, and 11% for
Teacher 5. Total agreement scores were calcu-
lated by dividing the smaller total score by the
larger total score and multiplying by 100%.
Total agreement was used (rather than interval-
by-interval methods) because total scores were
the only data collected by one observer during
sessions in which an experimenter was imple-
menting the GBG (and having a total of three
additional adults in the room was viewed as too
obtrusive, too impractical, or both). Mean total
agreement was 84% (range, 60% to 94%), 92%
(range, 82% to 97%), 80% (range, 56% to
100%), 81% (range, 56% to 95%), and 86%
(range, 67% to 98%) for Teachers 1, 2, 3, 4,
and 5, respectively. The lower scores were
considerably lower than most scores and were
obtained during baseline when extremely high
rates of disruptive behavior occurred.
Design and Procedure

6. A nonconcurrent multiple baseline design
across classrooms was used to evaluate the
effectiveness of the GBG.
Baseline. During baseline, the teacher in-
structed the class as usual, and students were
allowed to sit in spots of their choosing. The
students were not told what the observer was
recording and received no feedback from the
observer.
Good behavior game. Each class was divided
into two teams by the teacher. Teachers were
asked to divide the teams in such a way that
both teams were equally likely to win. That is,
students whose behavior the teachers had
already identified as problematic were evenly
divided between the two teams. Prior to starting
the game, the students were assigned spots on
the carpet, and an experimenter explained to the
class the rules of the game, how to win, and the
606 JEANNE M. DONALDSON et al.
reward for the winning teams. Immediately
before playing the game each session, the
children were reminded of the rules and the
reward for the winners. The rules of the GBG
were to sit with legs crossed, to speak only when
called on or when the teacher indicated that
everyone could respond, and to keep hands and
feet to oneself. A team won the game by having
fewer points than the other team, or both teams

7. won if they both met a set criterion selected by
the teacher that was at least an 80% reduction
from baseline (no more than 15 points for
Teacher 1; 10 points for Teachers 2, 4, and 5;
and 5 points for Teacher 3). Rewards were
selected by each teacher and included snacks
(e.g., cheese crackers, yogurt snacks, fruit
snacks), stickers, small toys, extra recess, and
extra free time.
Initially, an experimenter implemented the
GBG while the teacher continued the lesson.
Eventually, the teacher implemented the game
while teaching the lesson (recall that all baseline
sessions were conducted by the teacher). Scores
were posted on a dry-erase board next to the
teacher in a location that was visible to all
students. When a student broke a rule, the
teacher stated the rule and which team was in
violation (e.g., ‘‘Team 1 needs to raise a hand to
talk’’) and made a hatch mark on the dry-erase
board. The GBG was played every time the class
came to the carpet for group instruction.
Follow-up data were collected in Teacher 3’s
classroom 1 month after the experimenter left
the classroom.
RESULTS AND DISCUSSION
Figure 1 shows the rate (responses per
minute) of disruptive responses for all students
in each class. During baseline, relatively high
and stable levels of disruptive behavior were
observed in all classrooms (Ms 5 13, 5, 4, 7,
and 8 responses per minute for Teachers 1, 2, 3,
4, and 5, respectively). Disruptive behavior

8. decreased in all classrooms following imple-
mentation of the GBG (Ms 5 2, 1, 1, 2, and 1
responses per minute for Teachers 1, 2, 3, 4,
and 5, respectively). A new student entered
Teacher 2’s classroom and initially refused to
play the GBG the day Teacher 2 began
implementing the GBG herself. The new
student gradually began to join the class for
group instruction and eventually played the
GBG successfully. Teacher implementation of
the GBG was monitored during every session to
ensure that the rules and rewards were stated
and rewards were provided to the winning
teams contingent on meeting the criteria for
earning the rewards. Treatment integrity data
were collected while the teachers implemented
the GBG and were calculated by comparing the
teachers’ total number of hatch marks to the
total instances of disruptive behavior recorded
by an observer. Treatment integrity averaged
60% across all five classrooms. Although
teachers’ implementation integrity was lower
than what might be hoped, it is important to
note that these levels were enough to maintain
the intervention effects. The students did have a
history of playing the GBG with an experi-
menter before the teachers began playing the
GBG, which may have been necessary for the
GBG to be so effective when treatment integrity
declined. One area for future research could
involve systematically evaluating the effects of
changes in treatment integrity on the effective-
ness of the GBG.
Teachers easily transitioned to playing the

9. GBG in their classrooms while teaching without
compromising the effectiveness of the GBG.
These results were similar to those produced
with older children (e.g., Barrish et al., 1969;
Harris & Sherman, 1973) and provide further
evidence that the GBG is a simple and effective
classroom-management technique. Also, be-
cause some of the classrooms participated in
the study for several months, the longer term
effectiveness of the GBG was demonstrated. In
fact, after several weeks of exposure to the GBG,
Teachers 2, 3, 4, and 5 asked the students to
vote on whether they would like to play the
GOOD BEHAVIOR GAME 607
Figure 1. Total rate of disruptive behavior, including out of
seat, talking out of turn, and touching, across sessions
for each classroom. Teacher implementation of the GBG began
after the dashed vertical line. Unique features in the data
for Teachers 2 and 3 are indicated by arrows.
608 JEANNE M. DONALDSON et al.
GBG for the rest of the year. Of the students in
classrooms that participated in the social
validity assessment (students for Teachers 2, 3,
4, and 5), 78% voted to continue playing the
GBG for the rest of the year. Some students
even played the GBG during free time; one or
two students played as teachers and provided
hatch marks for students who were breaking the

10. rules. Data collection continued in Teacher 1’s
classroom until the end of the year, so her
classroom was not asked if they wanted to
continue to play. Teachers 2, 3, 4, and 5 also
implemented the GBG for the remainder of the
school year, independent of participation in this
study. All teachers continued to play the GBG
the following school year.
The GBG could be conceptualized as a type
of differential reinforcement of low rates of
responding schedule in which reinforcers are
delivered contingent on the occurrence of fewer
than a particular number of responses within a
specified time period (Dietz & Repp, 1973).
However, reinforcer assessments were not
conducted to determine whether the rewards
provided would actually function as reinforcers
for any specific behavior for any or all of the
children in the classrooms. Also, the GBG
includes several components, making it difficult
to determine which of the basic principles
underlie its effectiveness. Rewards may have
functioned as reinforcers for appropriate behav-
ior, hatch marks may have functioned as
punishers for disruptive behavior, and social
praise or scolding from teammates could also
have functioned as reinforcers or punishers.
One limitation that should be addressed in
future research is that data on individuals’
responses were not isolated. Data on the change
in behavior of each individual student could be
important, but because there were 15 to 22
students in each classroom, collecting data on
each individual student was not feasible.

11. Although the low rates of disruptive behavior
during the GBG make it likely that all or most
students who were engaging in disruptive
behavior during baseline responded to the
intervention, the extent to which the GBG
changed the behavior of each individual student
is unknown. Another area for future research is
to evaluate the effects of the GBG on academic
performance. Because the GBG is typically
played during instructional time, a decrease in
disruptive behavior during this time suggests
that the students should have fewer distractions
from the lesson (e.g., the class is quieter so the
teacher can be heard). Further support would be
provided for the use of the GBG if academic
improvements were demonstrated as a result.
REFERENCES
Barrish, H. H., Saunders, M. S., & Wolf, M. M. (1969).
Good behavior game: Effects of individual contin-
gencies for group consequences on disruptive behavior
in a classroom. Journal of Applied Behavior Analysis, 2,
119–124.
Dietz, S. M., & Repp, A. C. (1973). Decreasing classroom
misbehavior through the use of DRL schedules of
reinforcement. Journal of Applied Behavior Analysis, 6,
457–463.
Embry, D. D. (2002). The good behavior game: A best
practice candidate as a universal behavioral vaccine.
Clinical Child and Family Psychology Review, 5,
273–297.

12. Harris, V. W., & Sherman, J. A. (1973). Use and analysis
of the ‘‘good behavior game’’ to reduce disruptive
classroom behavior. Journal of Applied Behavior
Analysis, 6, 405–417.
Kellam, S. G., Brown, C. H., Poduska, J. M., Ialongo, N.
S., Wang, W., Toyinbo, P., et al. (2008). Effects of a
universal classroom behavior management program in
first and second grades on young adult behavioral,
psychiatric, and social outcomes. Drug and Alcohol
Dependence, 95S, S5–S28.
Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., &
Ialongo, N. (1994). The effect of the level of
aggression in the first grade classroom on the course
and malleability of aggressive behavior in middle
school. Development and Psychopathology, 10,
165–185.
Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski,
S. M. (2006). The good behavior game: 1969–2002.
Behavior Modification, 30, 225–253.
U.S. Department of Health and Human Services. (2001).
Youth violence: A report of the Surgeon General.
Rockville, MD: Author.
Received April 27, 2010
Final acceptance September 27, 2010
Action Editor, Michael Kelley
GOOD BEHAVIOR GAME 609
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>>
>> setdistillerparams
<<
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>> setpagedevice
or con article from four (4) options. Although not all must read
every article, those who chose
that week must be ready to discuss the issues and submit their
papers on either Wednesday or
Thursdays. All you need is your Name, Issue Number, Class
Time, and whether it is a Pro or
Con, all on the same line. My name, class period and dates are
not necessary. It must be TWO

27. (2) full, double-spaced pages with 1” margins and 10-12 Times
New Roman Font. Points will be
deducted for shortened work. A sample will be provided.
Document Analyses: There will be 4 Primary Documents (to be
supplied as the class
progresses) to be analyzed in class. This will be the only
handwritten assignments for the
course.
Office Hours: Students are encouraged to attend my office hours
to discuss the course with me
individually. See first page for office hours.
Quizzes: There will be five (5) quizzes for a max of 40 pts.
There will be no make up for a
missed quiz. However, students may drop the quiz with the
lowest score.
Midterm & Final Exams: The midterm and final exams may
contain a comprehensive
objective portion and/or short identifications. More specific
information about the midterm
exams will be distributed prior to the exams. Exam must be
taken during their scheduled time,

28. unless the student can provide legitimate medical evidence
indicating a need to reschedule the
exam. To reiterate, if you miss a scheduled exam it is your
responsibility to provide me a
legitimate medical documentation as to why you missed the
exam, as well as schedule with me
an approved and alternative make-up exam. All excused make-
up exams must be completed no
later than one week following the original scheduled exam. The
final exams may contain a
comprehensive objective portion, in‐class essay assignments,
and/or short identifications. More
specific information about the final exams will be distributed
prior to the exams. Final Exam
must be taken during their scheduled time, NO EXCEPTIONS.
Paragraph Structure: For some this may not be relevant, but
keep in mind that an essay
consists of more than one (1) paragraph. Avoid writing essays
answers by using one long
paragraph. All essays must consists a thesis paragraph, two or
three supporting paragraphs, and
a conclusion paragraph. Feel free to email me or stop by office
hours if you have any questions.

29. Research Paper: A scholarly research paper is required of all
students on a topic of your
choosing.
This paper should be 5 pages of text, plus a title page and a
bibliography, in an approved format.
Please consult with the professor or librarian if you need
assistance with documentation formats.
The B.C. Library has a lot of information to help with
documentation and searching. Check out
its website and/or go there in person:
http://www.bakersfieldcollege.edu/library/
Specific requirements for this paper are: (This will be
discussed in class)
wn textual writing, double-spaced, single-
sided, and typed with 1”
margins and font size of 10-12 pts only.
o 5 pages means a minimum your writings should reach the 5th
page.
citation or in-source citation]
and a bibliography [which do NOT count toward the minimum #

30. of pages].
listed in an approved
bibliographical format.
propriate
citations throughout text.
paper.
class name and instructor’s name
ust,
however, these criteria:
It must relate to the subject we are studying this semester.
It must relate to the timeframe the course is covering.
It must demonstrate the historical relevance/importance of the
subject in an
academic manner, in each paragraph.
appendix with textual comments
such as ‘see appendix ‘A’’. Charts and images do NOT count
toward the 5 page word
count.
ontent,

31. Grammar, Length, Sources,
and Format.
****All research papers must be turned in to TURNITIN.COM
by the due
date to receive full credit, A full letter grade will be deducted
for
every day the research paper is late. *******
Extra Credit Opportunities: Extra Credit (EC) opportunities will
be posted through the
CANVAS webpage and/or class discussions. Students may earn
5 points per first EC
opportunity and 1 point for any subsequent events toward their
final course grade. You are
required to submit in class a one (1) page, 12-font paper
discussing the event you attended.
Dropping the Course: This is your responsibility, not mine. If
you want or need to drop the
course, do not expect me to do it for you. However, all students
not actively participating in the
class by the end of Week 1 will be dropped from the class.
-The last day for students to drop the course for refund is
September 2, 2022.

32. -The last day to drop without a “W” is September 4, 2022.
-The last day to drop with a “W” is October 28, 2022.
When deciding to drop a course, be aware of any ramifications
that may follow concerning
specific school eligibility policies and/or financial aid
requirements. Please see your counselor
or educational advisor when deciding to drop a course.
Academic Dishonesty: Academic dishonesty is an especially
serious offense and diminishes
the integrity of the university and undermines the purpose and
value of a university education.
Academic dishonesty includes various types of cheating and
plagiarism. Plagiarism is
representing the words, ideas, or work of another as one’s own.
Any student that is found
violating the university’s principles of academic honesty may
receive a failing grade for the
assignment and/or course.