WWC review of this study

Class-Wide Positive Behavior Support and Group Contingencies: Examining a Positive Variation of the Good Behavior Game

Wright, Robert A.; McCurdy, Barry L. (2012). Journal of Positive Behavior Interventions, v14 n3 p173-180. Retrieved from: https://eric.ed.gov/?id=EJ968485

  • Single Case Design
    , grades

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.

  • Female: 49%
    Male: 51%

  • Suburban
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  • Race
    Other or unknown
  • Ethnicity
    Other or unknown    
  • Eligible for Free and Reduced Price Lunch
    Free or reduced price lunch (FRPL)    
    No FRPL    


This study took place in two general education classrooms within one elementary school in the northeastern United States.

Study sample

Participants included 37 students in kindergarten and grade 4 in two classrooms taught by two teachers. About half (51%) of the students were male, and 36% of the students in the school were eligible for free or reduced-price lunch. The study did not provide other 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. In this study, teachers implemented Good Behavior Game daily during a 40-minute language arts period. Each teacher divided their class into four teams, explained the rules of the game, and then signaled the beginning of the game. They used two variations of Good Behavior Game, depending on the session. In some sessions, teachers assigned points to teams when a student demonstrated disruptive behavior, defined as being out of seat, talking without permission, playing with objects, or not following directions. In other sessions, teachers gave teams a point when all team members were on task. The teacher tallied points at the end of the period and recorded them on a chart posted in the classroom. Teams that met a point criterion that was unknown to students received a reward such as candy, pencils, and erasers. Each week, teams also had the opportunity to earn a reward if their points met a weekly criterion.

Comparison Group

There is no comparison group in single case designs. In the baseline and withdrawal phases of the single case design, the teachers provided typical language arts instruction.

Support for implementation

A researcher trained the teachers and provided them with a script and manual that included information on Good Behavior Game rules, steps, and examples of target behaviors. During the training, teachers observed a model session and engaged in role-play with feedback until the teacher demonstrated mastery of the game.


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