Effects of the Good Behavior Game on classwide off-task behavior in a high school basic algebra resource classroom.
Good Behavior Game reliably cuts off-task behavior even in high-school special-education math classes when implemented with fidelity.
01Research in Context
What this study did
Two ninth-grade basic-algebra resource classes played the Good Behavior Game.
The teacher split each class into two teams. A team lost a point if any member was off-task. The team with the fewest points at the end won a small prize.
The study used an ABAB reversal design: baseline, game, back to baseline, game again.
What they found
Off-task behavior dropped every time the game was on.
When the game stopped, disruption returned. When it came back, disruption fell again.
The pattern showed the game, not luck, caused the change.
How this fits with other research
Smit et al. (2019) later added a Clear Box for phones and still saw the same benefit in general-ed high-school classes. Together the two studies say the game works in both special-ed and gen-ed math rooms.
Wiskow et al. (2018) moved the game down to preschool and still got the same quick drop in disruption. Age does not seem to matter.
Ryan et al. (2002) used a public-address feedback system in elementary PE and also cut off-task behavior. Different tool, same outcome—classroom disruption can be tackled many ways.
Why it matters
If you run a high-school resource room, you can start the Good Behavior Game tomorrow. Pick two teams, pick one simple rule like “eyes on work,” and award points at the end of the period. No extra staff, no tech, just a timer and a smile chart. The reversal design here gives you confidence the effect is real, not a fluke.
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02At a glance
03Original abstract
This study investigated the effects of the Good Behavior Game (GBG) on classwide off-task behavior in two ninth-grade basic algebra resource classes. Ten students with a variety of disabilities, in two classrooms, and their special education resource teacher participated in this study. A reversal design was employed, in which the special education teacher implemented GBG compared to typical practice-algebra readiness instruction. Results showed that classwide off-task behavior decreased in the GBG conditions compared to the baseline and reversal conditions. Fidelity measures indicated that the teacher implemented GBG with fidelity. Students and the teacher rated GBG favorably. Overall findings support the use of GBG for reducing classwide off-task behavior. Implications for practice and future research directions are presented.
Behavior modification, 2014 · doi:10.1177/0145445513507574