The Good Student Game was also found to be an effective classroom management tool for meeting the needs of today's diverse classrooms by Allison E. Babyak, Gayle J. Luze, and Debra M. Kamps (2000). The game was applied to three classrooms composed of student with attention problems, learning and/or behavioral difficulties, limited English proficiency, and giftedness. Data collected in all three classrooms demonstrated increases in the percentage of time students were in seat and quiet during independent work periods.
Barry L. McCurdy, Amanda L. Lannie, and Ernesto Barnabas (2008) incorporated a non-classroom setting to investigate the impact the Good Behavior Game on the disruptive behaviors of students in grades K -- 6 in an urban school cafeteria. The modified design which they refer to as the Lunchroom Behavior Game was applied across three lunch periods. Results showed a decrease in the level of disruptive behaviors following the implementation game in each lunch period and a decreasing trend for two of the three lunch periods.
In another study Miranda Witvliet, Pol a.C. van Lier, Pim Cuijpers, and Hans M. Koot (2009) used a randomized controlled trial to explore the connection between positive peer relations and externalizing outcomes. The study involved 758 children followed from kindergarten to the end of 2nd grade. Children were randomly assigned to the Good Behavior Game, or a control condition. Children's acceptance by peers, their number of mutual friends, and their proximity to others were assessed annually through peer ratings. Externalizing behavior was annually rated by teachers. Reductions in children's externalizing behavior and improvements in positive peer relations were found among children who participated in the Good Behavior Game, as compared with control-group children. Reductions in externalizing behavior appeared to be partly mediated by the improvements in peer acceptance. Interestingly, this mediating role of peer acceptance was found for boys only. The results suggest that positive peer relations are not...
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