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Good Behaviour Game (GBG)

Quality level: 3


Preventing behaviour problems at an early age is probably resulting in a reduction of different problems, including substance use problems, at later age. The preventive intervention was a classroom-based game, that encouraged students to manage their own and their team mates behaviour. Desirable behaviours are encouraged or rewarded, undesirable ones neglected. Applying the Good Behavior Game (GBG) in elementary schools, resulted in increase in on-task behaviour and decrease in talking-out behaviour. These changed behaviours translated in a decrease of hyperactive and oppositional behaviour.

Type of intervention:
Type of approach:
Target group:
children/young people
Age group:
children 7 till 9 years old.
Annual coverage:
Substances addressed:
Evaluation type:
outcome evaluation
Start date:
End date:

Overall objective

The overall objective of the study is to investigate the role of the teacher behaviour management in the development of disruptive behaviour in early elementary school, using a design with a universal classroom preventive intervention.


The role of teacher behaviour management for children's disruptive behaviour development (hyperactive and oppositional behaviour) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behaviour management style (i.c. praise for appropriate behaviour and negative remarks towards disruptive behaviour) and children on-task and disruptive classroom behaviour and peer reports of hyperactive and oppositional behaviour were available. The effects of the Good Beahviour Game (GBG), a universal classroom intervention, on the formentionned variables (teacher management style, classroom behaviour and hyperactive and oppositional behaviour) was compared between an intervention and control group. In total 15 schools with each 2 second grade classes partcipated in the study. Within each school each second grade class was randomy assigned to the intervention or control group. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task and decrease in talking-out behaviour. These improved children's classroom behaviours in turn mediated the impact of the intervention on the development of hyperactive and oppositional behaviour over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behaviour, which, in turn is an important component in the reduction of disruptive behaviour.

The PDF contains the full intervention description including additional contact information.


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Page last updated: Friday, 20 January 2012