WWC review of this study

An Evaluation of the Good Behavior Game in Early Reading Intervention Groups.

Rodriguez, Billie Jo. (2010). ProQuest LLC, Ph.D. Dissertation, University of Oregon. Retrieved from: https://eric.ed.gov/?id=ED518158

  • Single Case Design
    , grade

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: 50%
    Male: 50%
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  • Eligible for Free and Reduced Price Lunch
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The study took place in two Kindergarten classrooms in one school in the Pacific Northwest of the United States.

Study sample

Participants included 22 kindergarten students from two classrooms who were divided into five reading groups and instructed by five instructional assistants. The study authors reported nearly all students were White and about half were male, but did not report the exact proportions. No students were English learners.

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, instructional assistants implemented Good Behavior Game in small reading groups of four or five students while using the Scott Foresman Early Reading intervention. The assistant explained the rules of the game, provided examples of desired behaviors, and practiced role-plays of the desired behaviors with the students. The rules included keeping eyes on the teacher and following directions. In each session, the assistants provided verbal praise and smiley faces when a student displayed appropriate behavior or when most students exhibited good behavior. At the end of each session, the assistant told students the number of smiley faces they needed to receive a reward, such as a sticker or extra time to spend drawing. If the students did not earn the reward, the instructional assistant would remind students of the rules. If the students met the criterion each day of the week, they earned an additional reward on Friday, such as a pencil, eraser, or toy.

Comparison Group

There is no comparison group in single case designs. In the baseline phases of the multiple baseline designs, instructional assistants provided reading instruction in small groups using the Scott Foresman Early Reading intervention and were told to respond to student behavior as they typically would. Students received stamps for good behavior, which they could trade for a pencil, eraser, or toy.

Support for implementation

Researchers provided one 60-minute professional development session to show the instructional assistants the routines of the Good Behavior Game, provide examples of implementation, allow assistants to practice implementation and receive feedback, and allow for questions and answers. Instructional assistants also received 2 weeks of coaching support and short check-ins once a week, with their implementation coach.


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