(PS4-B44) Systematic Review of the Long-term Effects of the Good Behavior Game (GBG)

The Good Behavior Game (GBG) is a team-based classroom behavior management intervention developed to decrease disruptive behaviors and increase students’ prosocial behaviors. While there is strong evidence to support the use of the GBG to improve student outcomes in the short-term (e.g., conduct problems, withdrawn behaviors; Smith et al., 2019), it is unclear for what outcomes the GBG prevents in the long-term, despite its designation as a “behavioral vaccine” (Embry, 2002). To address this gap in the literature, this systematic review aimed to synthesize empirical studies on the effectiveness of the GBG in reducing the risk of long-term negative outcomes.

Studies were identified by searching four databases in March 2020 and again in November 2022. Studies were deemed eligible if they were written in English, appeared in published/unpublished form between January 1969 and November 2022, investigated long-term outcomes of the GBG, employed pre-/post-test study designs with a comparison group, reported results using inferential statistics, and implemented the GBG according to its key principles. Eighteen studies were found eligible and included in the review. Outcomes were designated as having strong support if two or more studies with independent samples found statistically significant positive effects, moderate support if one study found significant positive effects, mixed support if studies showed positive and negative effects, and no support if no positive effects were found.

Findings revealed strong support in favor of the GBG for tobacco use and conduct problems (Furr-Holden, 2004; Ialongo, 2001) in late childhood/early adolescence. There was moderate support for externalizing behaviors (i.e., cocaine/heroin use, school suspensions; Furr-Holden, 2004; Ialongo, 2001), internalizing behaviors (anxiety/depression symptoms; Vuijk, 2007), peer relations (e.g., bullying; Van Lier, 2005), use of medical/behavioral health services and parenting practices (Johnston, 2019; Poduska, 2008) in late childhood/early adolescence; math/reading achievement and special education placement (Bradshaw, 2009) in late adolescence; and externalizing behaviors (i.e., antisocial/criminal behavior, risky sexual behavior; Kellam, 2008), suicidal behaviors (Wilcox, 2008), and college attendance (Bradshaw, 2009) in emerging/early adulthood. There was mixed support for aggressive/disruptive behaviors (Petras, 2008) and ADHD symptoms (Huizink, 2009) in late childhood/early adolescence and high school graduation rates in late adolescence (Kellam, 2008). There was no support for alcohol/inhalant/marijuana use and reading achievement (Ashworth, 2020; Furr-Holden, 2004) in late childhood/early adolescence; academic competence, social acceptance, medical/behavioral health, and employment status/income (Johnston, 2019; Poduska, 2008; Van Gessel, 2014) in late adolescence; and internalizing symptoms (Kellam, 2008) in emerging/early adulthood.

The GBG appears to be most effective in decreasing the risk of externalizing behaviors among students in the late elementary/middle school years. However, additional studies are needed to strengthen the support of the GBG as a preventive tool for other studied outcomes.