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Systematic Review
Good Behavior Game is a specific classroom management strategy that aims to improve social skills, minimize disruptive behaviors, and create a positive learning environment.
The WWC identified 87 studies that investigated the effectiveness of Good Behavior Game from a literature search in the Education Resources Information Center (ERIC) and other databases in January 2020. Of these 87 studies, 16 meet WWC standards and contribute to the summary of evidence in this intervention report. Of these 16 studies, six studies included intervention and comparison groups (group design), and 10 studies were single-case designs, which follow individual students or classrooms over time. An additional 15 studies meet WWC single-case design standards but do not contribute to the findings in this intervention report because the WWC was unable to calculate a design-comparable effect size. Studies that do not meet WWC standards, are ineligible for review, or are out of scope also do not contribute to the findings in this intervention report.
Twelve studies meet WWC standards without reservations. Four group design studies are low-attrition cluster randomized controlled trials, one group design study is a low-attrition randomized controlled trial, and seven single-case design studies have sufficient number of phases and assessments per phase. All 12 studies receive the highest WWC rating. The WWC does not have any reservations about attributing results of the study to the intervention.
Access the full report for more findings
Based on the 16 studies, there is strong evidence that Good Behavior Game positively impacted student behavior and promising evidence that Good Behavior Game positively impacted teacher practice, student writing conventions, and student writing productivity. The WWC effectiveness rating indicates whether Good Behavior Game resulted in improved outcomes by: (1) comparing students and teachers who participated in the program to students and teachers who did not participate in the program and (2) comparing student and teacher outcomes during periods of program participation to periods when they were not participating in the program. More information about these ratings is provided on the next page. Findings and conclusions could change as new research becomes available.