The Good Behaviour Game: A universal classwide intervention

As the practice of inclusive education is becoming more prominent, the range of diverse needs and abilities within the mainstream classroom is expanding. Consequently, teachers are expected to be able to change their pedagogical practices and implement a number of individualised interventions. This can be extremely difficult, especially when attempting to teach the class as a whole. Alternatively, teachers may be able to manage behavior within the classroom or facilitate positive change by modifying contingencies at the classwide level. A universal classroom management intervention called The Good Behavior Game (GBG) was specifically designed for this purpose and has since been coined an evidence-based intervention. The objective of the current narrative review is to provide an overview of the research literature and discuss the conceptual features of the GBG so that an educator may appreciate how its flexibility may be harnessed to address their specific needs.