Evaluation of the Good Behavior Game with a child with fetal alcohol syndrome in a small‐group context

Researchers tested the Good Behavior Game in a preschool reading group. The group had four kids. One child had fetal alcohol syndrome. The others were typically developing.

They compared two reward styles. In one phase, the child picked the prize ahead of time. In the other phase, the prize was a surprise. They measured disruptive behaviors like calling out or leaving the carpet.

Disruptive behavior dropped fast. By the third session, the child with FAS acted like the other kids. The game worked equally well with chosen or surprise prizes.

The child said he liked picking his own prize better. Teachers said the game was easy to run and fit right into story time.

Cruz-Montecinos et al. (2024) also worked with preschoolers who have FASD. They coached parents to use Positive Behavior Support at home. Both studies cut problem behavior, showing you can help these kids either at home or at school.

O'Reilly et al. (2008) used one-on-one functional assessment for older children with prenatal drug exposure. Their tailored plan worked, but it took more time. The Good Behavior Game gives a quicker, whole-group option for busy classrooms.

Bellon-Harn et al. (2020) found that most kids with FASD have sensory processing issues. The current study did not add sensory breaks, yet behavior still improved. This suggests the game’s clear rules and peer model may already give the structure these children need.

You can drop the Good Behavior Game into any small-group preschool activity. No extra staff, no fancy materials. One child with FAS kept up with peers after just three sessions. Try it during circle time or centers. Pick rewards the child likes, but don’t stress over surprise versus choice—both work.