Core Components

The Good Behavior Game is a universal preventative classroom-based intervention for primary school children that is designed to be played with all students but is particularly beneficial for male students already showing signs of aggressive/disruptive behaviour when they enter school. The intervention seeks to build resilience and confidence and reduce early risk factors such as aggressive and disruptive classroom behaviour that can lead to later problem behaviours such as criminal/delinquent activity and substance abuse.  The game is based on a set of classroom-wide rules encouraging and rewarding good behaviour and discouraging aggressive or disruptive behaviour.  The game is delivered by trained teachers, for approximately 10 minutes, three times a week at the beginning of the school year, and daily for up to 30 or 40 minutes toward the end of the year.  It is designed to be integrated into a regular classroom routine and delivered to small gender balanced groups of 4-7 pupils. 

The Good Behaviour Game has three implementation phases:

• The introduction phase - children and teachers become familiar with the game for short periods of 10 minutes.
• The expansion phase - teachers expand the duration and settings in which the game is played and target behaviours.
• The generalization phase - teachers introduce the game with no warning and children are encouraged to apply the principles of the game outside the context of the game so that students continue to monitor their behaviour and conform with classroom expectations.

The game is built upon 4 core elements (1) Classroom Rules (2) Team Membership (3) Monitoring Behaviour and, (4) Positive Reinforcement.  It is operationalised by teachers commencing the game by clearly outlining disruptive behaviours which if displayed results in the student’s team receiving a checkmark on the board, for example verbal and physical disruptions and noncompliance. Team members are encouraged to support each other's efforts for appropriate behaviour. By the end of the game, teams that have not exceeded the maximum number of marks are rewarded, while teams that exceed this standard receive no rewards. Rewards change over the course of the year from being tangible such as stickers or erasers to being more intrinsically related to the classroom setting, such as having additional quiet time to read during the school day.

The intervention is manualized with clear guidance for teachers which is covered in training. Supporting materials are also provided.

Fidelity

In order to maintain fidelity to the intervention, the following are provided for implementing agencies/schools.

• Standardised face to face and online training
• Training manual and printable and on-line materials
• Evaluation tools

Modifiable Components

The Good Behavior Game is required to be delivered as instructed in the manual.  However, the location, frequency and duration of playing the game can be adjusted over time. 

The programme is available in English and the game and materials have been translated into Spanish, French, Portuguese and Polish.

Support for Organisation / Practice

The Good Behavior Game is supported by the American Institutes for Research (AIR) who deliver training and support to implementing sites.

Implementation Support

AIR provides implementation support to schools and GBG teachers that includes:

• On-site training to introduce the model and an on-site readiness assessment
• Ongoing coaching and support to help teachers integrate GBG into their existing practices
• Train-the-trainer sessions to build expertise in the district or school and ensure that GBG is sustainable
• Classroom materials to support teachers as they implement GBG in their classrooms
• Technical assistance by phone or email during delivery from the GBG trainer.

Licence Requirements

Use of the Good Behavior Game training materials requires a license, but no license is required for teachers to play the game. 

Start-up Costs

To deliver the Good Behavior Game requires the purchase of training for teachers and coaching costs which are negotiated directly with the programme developer dependent upon local factors.  Classroom materials per teacher cost $150. 

Building Staff Competency

Qualifications Required

To become a GBG teacher to deliver GBG in the classroom requires a teacher who is trained and has completed the 3-day training programme.  To become a GBG coach requires a master’s degree or higher in an education related field, have five or more years of experience as a teacher and two years’ experience as a teacher leader, school coach or mentor is required.

Training Requirements

GBG training for teachers to deliver the programme in class is a requirement which is 3 days of face-to-face training with on-going coaching from a GBG coach throughout the school year. 

GBG coaches are hired by the district/local education agency through which the game is being implemented and are supported by AIR during the first year of implementation.  After the first year, coaches can be trained to become GBG trainers and are required to partner with AIR for additional individualised training. A train-the-trainer session is designed to build expertise in the district or school and to ensure that GBG is sustainable.

Supervision Requirements

Supervision for teachers delivering GBG in the classroom includes ongoing coaching throughout the school year undertaken by a GBG AIR trained coach.

Theory of Change

The Good Behavior Game is grounded in two theories (1) Life Course / Social Field Theory and, (2) Behaviour Theory which serve as the foundation for the game and the programme’s effectiveness. The short-term outcomes of the game focus on reduction in aggressive and disruptive behaviour and, reduction in off-task behaviour. Mid-term outcomes focus on continued behavioural improvements, lower rates of use of school-based services and intensive interventions and, reduction in rates of tobacco use and long-term outcomes focus on increased graduation rates, reduction in rates of drug and alcohol abuse, lower incarceration rates and, lower rates of diagnosis for antisocial personality disorder.

Values

The Good Behaviour Game values providing classroom-based support to all children in their early years of primary school to develop resilience and confidence and master the role of student to be successful at the key demands in the classroom, ultimately minimising the risk of potential criminal or delinquent activity.

• Does promoting children’s development and well-being through social and emotional development align with the key values of your organisation?

Priorities

The Good Behavior Game fosters a culture teamwork and self-regulation in children and prioritises reducing early risk factors such as aggressive and disruptive classroom behaviour, that can lead to later problem behaviours such as criminal/delinquent activity and substance use.

• Is working with teachers of children in a prevention approach to develop positive classroom behaviours a current priority for your organisation?
• Is working with teachers of children to reduce early risk factors that can lead to problems later in life a current priority for your organisation?
• Is helping teachers understand children’s behaviour a priority for your organisation?

Existing Initiatives

• Does your service already provide prevention programmes aiming to improve children and young peoples’ development and mental health outcomes?
• Does your organisation already have teachers trained in delivering the Good Behavior Game?
• Do you have links with CAMHS, Adult Mental Health Services and Child Protection Services to refer onto if required?

Workforce

To deliver the Good Behavior Game, which is integrated into class time, requires a trained teacher who has completed the 3-day training programme and participates in on-going coaching. 

• Do you have enough qualified teachers available to commit to undertake training and on-going coaching?
• Do you have enough qualified teachers available to commit to delivering the full extent of this game?

Technology Support

To implement the Good Behavior Game requires access to the online components of the game, implementation / teaching resources, and streaming media, therefore access to an appropriate device and internet access is required.

• Do you have access to adequate technology to support teachers to effectively deliver the technological components of the programme?

Administrative Support

Minimal administrative support is required to deliver the Good Behavior Game however, some support may be required to collect evaluation data and feedback and print off materials along with co-ordinating and booking of venues, hospitality, transport. 

• Do you have enough administrative capacity and systems to meet these administrative needs?

Financial Support

To deliver the Good Behavior Game requires the purchase of training for teachers and coaching costs which are negotiated directly with the programme developer dependent upon local factors.  Classroom materials per teacher cost $150. 

• Do you have the finances to purchase the training and coaching for teachers and materials?

Comparable Population

The Good Behavior Game is designed as a universal programme for all primary school children across the full range of socio-economic levels.

Evidence of its effectiveness includes children commencing the intervention between aged 6 to 7 years in poor to lower-middle class families in urban areas in the US followed up in young adulthood aged 19 to 21 years, and children aged 7 to 9 years in the Netherlands with follow up assessments at age 11-13 years.

• Is this comparable to the population you serve?
• Does your organisation have existing contacts with this population?

Desired Outcome

The Good Behavior Game is a classroom based preventative programme that seeks to increase resilience and confidence and reduce early risk factors such as aggressive and disruptive classroom behaviour, which can lead to later problem behaviours such as criminal/delinquent activity and substance use.

Research has identified that the Good Behavior Game has shown improvements in reduced drug and alcohol abuse/dependence disorders, reduced regular smoking, and antisocial personality disorder.

• Is increasing children’s resilience and confidence, and reducing aggressive and disruptive classroom behaviour a desired outcome for your organisation?
• Is preventing children’s future problem behaviours such as criminal/delinquent activity and substance use a desired outcome for your organisation?
• Do you have other existing initiatives that would be supportive of addressing this need and achieving these outcomes?