Good Behavior Game: Effects on Disruptive Behaviors of Students with and Without Special Educational Needs in Inclusive Setting
Good Behavior Game shrinks disruption for both IEP and general-ed middle-schoolers in one quick shot.
01Research in Context
What this study did
Gulboy and team ran the classic Good Behavior Game in a mixed middle-school class.
Half the kids had special-education plans; half did not.
Teachers split the room into teams, posted rules, and gave points for breaking them.
The class played for 10 minutes a day across an ABAB design so effects could flip-flop.
What they found
Disruptive behavior dropped for every student the moment the game started.
Gains held a month later and kids said they liked playing.
Students with and without IEPs improved the same amount.
How this fits with other research
Douma et al. (2006) already showed the Game works across ages and behaviors; Gulboy et al. (2025) simply prove it still works when special-ed and regular students sit side-by-side.
Vargo et al. (2019) let kids pick their contingency and most chose independent reward. That sounds like a contradiction—why use teams? In truth, Vargo offered a menu during free-choice periods while Gulboy stuck to one quick, teacher-run game. Both cut disruption, but the Game saves prep time.
Hursh et al. (1974) layered rules, feedback, and prizes and saw big gains. Gulboy kept the same ingredients but packaged them in the ready-made Game kit, showing you don’t need custom layers to win.
Why it matters
You can roll out the Good Behavior Game tomorrow in any inclusive class. One poster, one timer, and team points are enough to help kids with autism, ADHD, or no diagnosis behave better at the same time. Start with short rounds, praise the winners, and watch disruption fall for everyone.
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02At a glance
03Original abstract
The Good Behavior Game (GBG) is a practical and evidence-based classroom management strategy that requires minimal time and resources to learn and implement. This study investigates the effectiveness of the GBG in reducing disruptive behaviors among students with special educational needs (SEN) and compares the degree of behavioral change between students with and without SEN. Additionally, the study examines students’ perceptions of the GBG. An ABAB reversal design with a follow-up phase was employed to evaluate the intervention’s effects. The study included six participants: three students with SEN who exhibited disruptive behaviors, aged 11 to 14, and three students without SEN who also exhibited disruptive behaviors, aged 11 to 13. The results indicate that the GBG is highly effective in reducing disruptive behaviors, with similar levels of improvement observed in both groups. The social validity findings highlight that students found the GBG enjoyable and engaging. The study discusses its limitations and provides practical implications for educators.
Behavioral Sciences, 2025 · doi:10.3390/bs15020177