WWC review of this study

Effects of Systematically Removing Components of the Good Behavior Game in Preschool Classrooms

Donaldson, Jeanne M., Lozy, Erica D., Galjour, Mallorie. (2021). Journal of Behavioral Education v30 n1 p22-36. Retrieved from: https://eric.ed.gov/?id=EJ1287530

  • Single Case Design
    , grade

Reviewed: March 2023

Meets WWC standards with 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: 54%
    Male: 46%

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


The study took place in two general education preschool classrooms in one public preschool center in southeast Louisiana.

Study sample

Participants included 39 students in two preschool classrooms in one school. Each class was taught by one teacher. All students were Black (100%) and 54% of the students were female. The study authors 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, the researcher led the initial Good Behavior Game sessions while the teacher led typical classroom instruction, such as story time or phonics instruction. Before each session, the researcher divided the class into two teams based on seating location, stated the rules, explained the criterion for winning, and described the rewards. The rules required students to stay in their spot, wait their turn to speak, and keep their hands to themselves. When they broke a rule, the researcher announced the rule they had broken and added a sticker to a white foam board at the front of the class next to the team’s name. At the end of each session, teams with six or fewer rule violations earned a reward, such as stamps, scented lip balm, or stickers. After the first several sessions, teachers began to implement the game while teaching the class lesson. Teachers conducted sessions once or twice per day, for 3 to 4 days per week during morning whole-group activities. Sessions typically lasted an average of 11 minutes.

Comparison Group

There is no comparison group in single case designs. In the baseline and withdrawal phases of the single case design, teachers used typical instructional activities, such as reviewing the calendar and weather, identifying shapes and colors, reading a book, or leading phonics instruction. Teachers responded to disruptive behavior as they normally would, by either ignoring, reprimanding, or commenting on the behavior. If a student demonstrated repeated disruptive behavior, the teacher could require the student to sit next to the paraprofessional in the class. Members of the research team were present during the baseline sessions and sat in front or to the side of the class so they could conduct observations.

Support for implementation

The researchers led initial Good Behavior Game sessions, but eventually teachers implemented the game while teaching the class lesson. The study authors do not report any support for implementation.


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