WWC review of this study

Classwide Intervention to Manage Disruptive Behavior in the Kindergarten Classroom

McGoey, Kara E.; Schneider, Dana L.; Rezzetano, Kristin M.; Prodan, Tana; Tankersley, Melody (2010). Journal of Applied School Psychology, v26 n3 p247-261. Retrieved from: https://eric.ed.gov/?id=EJ892351

  • Single Case Design
    , grade

Reviewed: March 2023

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.

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The study took place in two kindergarten classrooms located in one public school in northeast Ohio.

Study sample

This review focuses on the reversal-withdrawal single case designs for two classrooms (Classrooms A and B). Participants included 36 students in two kindergarten classes taught by two teachers in one school. The single-case design for each class focused on four focal students chosen based on the teacher’s recommendation and one random peer from the class who varied by session. Teachers selected the eight focal children based on concerns about their disruptive behavior and high levels of hyperactivity, aggression, or attention problems. The study did not provide additional demographic information.

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. Before implementing Good Behavior Game, teachers and researchers met to collaboratively design the intervention and determine goals for the classroom. They defined the severity, intensity, and duration of target behaviors and developed rules based on classroom goals, such as being respectful of others, listening, and watching the teacher. Each teacher then divided their students into teams. If one of the students on the team broke a rule, their team lost a sticker on the Good Behavior Game poster. When students behaved appropriately, they received praise from the teacher. After five students on a team received praise, the teacher returned one of the stickers to the poster. At the end of the day, the team with the most stickers received a reward, such as candy, gum, stickers, free time, extra recess, or pizza. They played Good Behavior Game during normal class activities for 2 to 6 weeks in each classroom.

Comparison Group

There is no comparison group in single case designs. In the baseline and withdrawal phases of the single case design for each class, teachers used existing behavior management strategies and routines. Researchers discouraged teachers from using Good Behavior Game techniques.

Support for implementation

The manuscript does not describe how teachers were supported to deliver the Good Behavior Game intervention.


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