WWC review of this study

Use of a Technology-Enhanced Version of the Good Behavior Game in an Elementary School Setting

Lynne, Shauna, Radley, Keith C., Dart, Evan H., Tingstrom, Daniel H., Barry, Christopher T., Lum, John D. K. (2017). Psychology in the Schools v54 n9 p1049-1063. Retrieved from: https://eric.ed.gov/?id=EJ1156664

  • 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: 49%
    Male: 51%

  • Rural
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  • Race
    Other or unknown
  • Ethnicity
    Not Hispanic or Latino    
  • Eligible for Free and Reduced Price Lunch
    Free or reduced price lunch (FRPL)    
    No FRPL    


This study was conducted in three classrooms in one rural public school serving grades K–8 in the southwestern United States. The three classrooms were recommended for study inclusion by school administrators because students displayed higher levels of inappropriate classroom behavior than other classrooms at the school.

Study sample

Participants included 65 students in one first grade and two fourth grade classrooms taught by three teachers. School administrators referred the classrooms for study inclusion due to high levels of inappropriate behavior. Across the three classrooms, 51% of students were male, 95% were White, 3% were Black, and 2% did not report race. Two percent were Hispanic or Latino and 20% received special education services. Across the entire school, 62% of students were eligible for free or reduced-price lunch.

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, students in each class were split into teams, ranging from three to six students, based on the seating chart. Teachers explained and posted the classroom rules, which included remaining in seats, focusing eyes on the teacher or assignment, and using only task-relevant materials. Teachers told students their team would receive a point if all members displayed good behavior. Teachers used an interactive whiteboard and the ClassDojo program to display team names and points earned. ClassDojo is an internet application that enables teachers to provide real-time feedback to students. At the end of each session, the teacher announced which team(s) had met the predetermined criterion and distributed the reward for that day, such as candy. Ten to 12 intervention sessions lasted 20 minutes and took place during normal class activities.

Comparison Group

There is no comparison group in single case designs. In the baseline and withdrawal phases of the single case designs, teachers used usual classroom activities and routines. The baseline and withdrawal phases for each of the single case designs in the study consisted of five sessions each lasting 20 minutes.

Support for implementation

The three classroom teachers received one 15 minute implementation training from the primary researcher prior to the first intervention phase. The training included an introduction of the Good Behavior Game and a script to introduce the game to the class. The teacher and researcher also discussed which student behaviors were relevant, created classroom rules for the game, and discussed the criterion for teams to receive a reward. Teachers were also trained on using ClassDojo to track points.


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