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The Good Behaviour Game

Description

The Good Behaviour Game (GBG) has been carefully designed to provide a feasible method for introducing a positive classroom discipline system, and is typically delivered across the first three years of primary school. Classroom disruptions in early primary school can increase aggressive peer behaviour and trigger early pathways to behaviour problems such as violence, aggression, and attention and impulsivity problems. Positive discipline practices are well known to assist in reducing behaviour problems and are more effective where they can be reinforced with positive peer support.

Evaluation Evidence

A number of randomised trials support the effectiveness of the GBG as a strategy for improving classroom management and reducing student behaviour problems. Outcomes for GBG students include reductions in rates of attention-deficit/ hyperactivity problems, oppositional defiant problems, and conduct problems relative to control classrooms (van Lier, Muthén, van der Sar, & Crijnen, 2004).

Monitoring Recommendations

  • At the planning stage Boards can request advice on how the program will be managed and monitored.
  • Boards should negotiate agreements to receive regular progress reports and request to observe some sessions.
  • Monitoring information should include: program coordination; progress with implementing key intervention strategies; and staff and professional ratings of change in student behaviour problems.
  • Where feasible, pre-post changes should be monitored against non-participating control schools.
Contact: 

State Education Departments
W: www.deewr.gov.au

For further information on delivery strategies go to:
W: www.interventioncentral.org Site search: Good Behaviour Game

Program details
Target Audience: 
Primary school: Grades 1 - 3
Target Risk Factors: 
  • Low commitment to school
  • Antisocial behaviour
  • Peer rewards for antisocial involvement
Target Protective Factors: 
  • School opportunities for prosocial involvement
  • Schools rewards for prosocial involvement
  • Social skills
  • Belief in moral order
Community Indicators: 
  • Low parental education
  • School suspension
  • School truancy
  • Low income, poor housing, unemployment
  • Bullying