An evaluation of the good behavior game in kindergarten classrooms.

Five kindergarten classrooms tried the Good Behavior Game. Teachers split each class into two teams. They posted three or four simple rules like "keep hands to yourself." When a team broke a rule, the teacher put a mark on the board. The team with the fewest marks won a small prize.

The study used a single-case design. Each room served as its own control. Baseline days came first, then game days, then baseline again. This back-and-forth showed if the game really made the difference.

Disruptive behavior dropped in every room once the game started. Talking out, leaving seats, and yelling all fell sharply. When teachers paused the game, problems rose again. The pattern repeated each time the game came back.

The game worked fast. Most rooms saw calmer behavior within the first session. Teachers said the rules were easy to remember and took almost no prep time.

Donaldson et al. (2018) asked, "Can five-year-olds run the game themselves?" They trained kindergarteners to watch their peers and award points. Disruption still fell, proving kids can lead. This builds on Amore et al. (2011) by adding student power.

Groves et al. (2019) moved the game into special-ed classes for older pupils. They worried teams might turn kids against each other. Instead, peer interactions improved while disruption dropped. Their work widens the game’s reach beyond general-ed kindergarten.

Spilles (2026) tweaked the format with third and fourth graders. One version kept the classic team race. Another removed competition and let the whole class win together. The competitive race won: kids liked peers more when teams competed. This shows the contest piece still matters as kids grow.

You can start the Good Behavior Game tomorrow. Pick two to four clear rules. Split the class into teams. Use any small reward—stickers, extra recess, line-leader rights. Watch for quick drops in calling out, wandering, and other common disruptions. The 2011 study proves it works in kindergarten, and later work shows the idea keeps working when kids or teachers lead, when classes have disabilities, and when you keep the light competition. Try it during circle time, centers, or transitions. One chart and a marker are all you need.