WWC review of this study

Evaluation of a positive version of the Good Behavior Game utilizing ClassDojo technology in secondary classrooms

Ford, W. B. (2017). (Publication No. 1046) [Doctoral dissertation, The University of Southern Mississippi]. ProQuest Dissertations and Theses.

  • Single Case Design
    , grades

Reviewed: January 2023

At least one finding shows promising evidence of effectiveness
Meets WWC standards without reservations

To view more detailed information about the study findings from this review, please see Good Behavior Game Intervention Report (516 KB)

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

  • Female: 53%
    Male: 47%

  • Urban
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  • Race
    Other or unknown
  • Ethnicity
    Not Hispanic or Latino    
  • Eligible for Free and Reduced Price Lunch
    Other or unknown    


The study was conducted in four classrooms at one middle school in a medium-sized city in a southeastern state.

Study sample

Participants included 66 students in one school across four classrooms and two teachers in grades 7 and 8. Most students in all four classrooms were Black (95%) and 5% did not report race. Five percent of students were Hispanic or Latino and 53% were female. Six percent of students received special education services for a specific learning disability. School administrators referred all four classrooms to the study for having high levels of off-task and disruptive behavior.

Intervention Group

The Good Behavior Game is a classroom management strategy that promotes students collaborating together to create a positive learning environment. Students are placed into teams and are rewarded for demonstrating appropriate behaviors and not violating classroom rules. In this study, teachers assigned points to teams in ClassDojo, an internet application that allows teachers to provide real-time feedback to students. When the intervention sessions began, the teacher divided students into two teams and explained the game and its rules, which included sitting in one’s seat, working on assignments, and staying quiet. Every two minutes, the teacher would scan each team to see if students were engaged. If all the students in a team were engaged, the teacher would praise them and award a point in ClassDojo, an internet application that enables teachers to provide real-time feedback to students. At the end of each session, the team with the most points won a prize; the other team could earn a prize as well, if they exceeded a predetermined criterion. In two of the classrooms, the teachers’ projectors broke, prompting the researchers to implement later sessions of the intervention without ClassDojo; they instead marked team points on the white board. Teachers used Good Behavior Game once each day during normal class activities over 10 to 15 days in each classroom.

Comparison Group

There is no comparison group in single case designs. During the baseline and withdrawal phases of the single case designs for each classroom, teachers instructed class as they normally would and enforced existing classroom rules, such as requiring students to sit on their designated spot on the carpet, raise their hands before talking or getting up, and pay attention. Teachers did not go over classroom rules at the beginning of sessions, but they did remind students of the rules if violations occurred during the session. The baseline session ended when there was a decreasing or stable trend of academically engaged behavior. There were a total of 10 baseline/withdrawal sessions across 10 days for classrooms 1 and 2; 16 baseline/withdrawal sessions across 16 days for classroom 3; and 15 days for classroom 4.

Support for implementation

During one training session, the researcher explained the rules of the Good Behavior Game and provided the teachers with a script and checklist for intervention integrity. The researcher demonstrated how to display ClassDojo on the board, turn on the notification device, and award points. The teachers then practiced each step, while the researcher provided feedback. The training continued until each teacher demonstrated 100 percent integrity. Throughout the study, the researcher assessed integrity and was available for support and questions. If integrity fell below 75 percent, the teacher would be retrained.


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