Skip to main content

The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine

Clinical Child and Family Psychology Review volume 5, pages 273–297 (2002)Cite this article

Abstract

A “behavioral vaccine” provides an inoculation against morbidity or mortality, impacting physical, mental, or behavior disorders. An historical example of a behavioral vaccine is antiseptic hand washing to reduce childbed fever. In current society, issues with high levels of morbidity, such as substance abuse, delinquency, youth violence, and other behavioral disorders (multiproblems), cry out for a low-cost, widespread strategy as simple as antiseptic hand washing. Congruent research findings from longitudinal studies, twin studies, and other investigations suggest that a possibility might exist for a behavioral vaccine for multiproblem behavior. A simple behavioral strategy called the Good Behavior Game (GBG), which reinforces inhibition in a group context of elementary school, has substantial previous research to consider its use as a behavioral vaccine. The GBG is not a curriculum but rather a simple behavioral procedure from applied behavior analysis. Approximately 20 independent replications of the GBG across different grade levels, different types of students, different settings, and some with long-term follow-up show strong, consistent impact on impulsive, disruptive behaviors of children and teens as well as reductions in substance use or serious antisocial behaviors. The GBG, named as a “best practice” for the prevention of substance abuse or violent behavior by a number of federal agencies, is unique because it is the only practice implemented by individual teachers that is documented to have long-term effects. Presently, the GBG is only used in a small number of settings. However, near universal use of the GBG, in major political jurisdictions during the elementary years, could substantially reduce the incidence of substance use, antisocial behavior, and other adverse developmental or social consequences at a very modest cost, with very positive cost-effectiveness ratios.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

REFERENCES

  • Andersson, T., Mahoney, J. L., Wennberg, P., Kuehlhorn, E., & Magnusson, D. (1999). The co-occurrence of alcohol problems and criminality in the transition from adolescence to young adulthood: A prospective longitudinal study on young men. Studies on Crime and Crime Prevention, 8, 169–188.

    Google Scholar 

  • Ary, D. V., Duncan, T. E., Biglan, A., Metzler, C. W., Noell, J. W., & Smolkowski, K. (1999). Development of adolescent problem behavior. Journal of Abnormal Child Psychology, 27, 141–150.

    Google Scholar 

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.

    Google Scholar 

  • Baldwin, S. (1999). Applied behavior analysis in the treatment of ADHD: A review and rapprochement. Ethical Human Sciences and Services, 1, 35–59.

    Google Scholar 

  • Barlow, D. H., & Hersen, M. (1973). Single-case experimental designs: Uses in applied clinical research. Archives of General Psychiatry, 29, 319–325.

    Google Scholar 

  • Barrish, H., Saunders, M., & Wolf, M. M. (1969). Good Behavior Game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119–124.

    Google Scholar 

  • Biglan, A. (2001,August 9–10). Palo Alto Summit on Improving the Prevalence of Successful Adolescence. Keynote speech at 2nd National Conference on Drug Abuse Prevention Research: A Progress Update, Omni Shoreham Hotel,Washington, DC.

  • Bostow,D., & Geiger, O.G. (1976). Good Behavior Game:Areplication and systematic analysis with a second grade class.SALT: School Applications of Learning Theory, 8, 18–27.

    Google Scholar 

  • Buss, D. M. (1984). Evolutionary biology and personality psychology: Toward a conception of human nature and individual differences. American Psychologist, 39, 1135–1147.

    Google Scholar 

  • Carlson, C. L., Pelham, W. E., Milich, R., & Dixon, J. (1992). Single and combined effects of methylphenidate and behavior therapy on the classroom performance of children with attentiondeficit hyperactivity disorder. Journal of Abnormal Child Psychology, 20, 213–221.

    Google Scholar 

  • Catalano,R. (2001,August 10). Understanding community risk and protective factors. Paper presented at the Second National Conference on Drug Abuse Prevention Research, National Institute on Drug Abuse and Robert Wood Johnson Foundation, Washington, DC.

  • Catania, A. C. (1992). Learning (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Centers for Disease Control and Prevention (CDC). (2000). Youth risk behavior surveillance—United States, 1999. Mortality and Morbidity Weekly Report, 49, No. SS-5.

  • Champion, L.A., Goodall, G.M., & Rutter, M. (1995). Behavioral problems in childhood and stressors in early adult life: A 10-year follow-up of London school children. Psychological Medicine, 25, 231–246.

    Google Scholar 

  • Cloninger, R. C. (1994). A systematic method for clinical description and classification of personality variants. Current Opinion in Neurobiology, 4, 573–588.

    Google Scholar 

  • Cloninger, R. C., Adolfsson, R., & Svrakic, N. (1996). Mapping genes for human personality. Nature Genetics, 12, 3–4.

    Google Scholar 

  • Cloninger, R. C., Sigvardson, S., & Bohman, M. (1988). Childhood personality predicts alcohol abuse in young adults. Alcohol Clinical Experimental Research, 122, 494–505.

    Google Scholar 

  • Comings, D. E. (1995). The role of genetic factors in conduct disorder based on studies of Tourette syndrome and ADHD probands and their relatives. Journal of Developmental and Behavioral Pediatrics, 16, 142–157.

    Google Scholar 

  • Comings, D. E., Gade, R., Muhleman, D., & MacMurray, J. (1996). Role of the HTR1A serotonin receptor gene in Tourette syndrome and conduct disorder. Psychiatric Genetics, 6, 166.

    Google Scholar 

  • Comings, D. E., Gade, R., Wu, S., Chiu, C., Dietz, G., Muhleman, D., et al. (1996). Dopamine D1 receptor gene and addictive behaviors. Psychiatric Genetics, 6, 158.

    Google Scholar 

  • Comings, D. E., Gade-Andavolu, R., Gonzalez, N., Wu, S., Muhleman,D., Blake, H., et al. (2000). Comparison of the role of dopamine, serotonin, and noradrenaline genes in ADHD, ODD and conduct disorder: Multivariate regression analysis of 20 genes. Clinical Genetics, 57, 178–196.

    Google Scholar 

  • Darveaux, D. X. (1984).TheGoodBehaviorGameplus merit: Controlling disruptive behavior and improving student motivation. School Psychology Review, 13, 510–514.

    Google Scholar 

  • Dishion, T. J., McCord, J., & Poulin, F. (1999).When interventions harm peer groups and problem behavior. American Psychologist, 54, 755–764.

    Google Scholar 

  • Dishion, T. J., Spracklen, K. M., Andrews, D.W., & Patterson, G. R. (1996). Deviancy training in male adolescents friendships. Behavior Therapy, 27, 373–390.

    Google Scholar 

  • Disney, E. R., Elkins, I. J., McGue, M., & Iacono, W. G. (1999). Effects of ADHD, conduct disorder, and gender on substance use and abuse in adolescence. American Journal of Psychiatry, 156, 1515–1521.

    Google Scholar 

  • Dolan, L. J., Kellam, S. G., Brown, C. H., Werthamer-Larson, L., Rebok, G.W., Mayer, L. S., et al. (1993).The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14, 317–345.

    Google Scholar 

  • Eddy, J. M., Reid, J. B., & Fetrow, R. A. (2000). An elementaryschool based prevention program targeting modifiable antecedents of youth delinquency and violence: Linking the Interests of Families and Teachers (LIFT). Journal of Emotional and Behavioral Disorders, 8, 165–176.

    Google Scholar 

  • Embry, D. D. (2002). Nurturing the genius of genes: The new frontier of education, therapy, and understanding of the brain. Brain and Mind, 9, 101–132.

    Google Scholar 

  • Embry, D.D., & Flannery, D. J. (1999). Two sides of the coin: Multilevel prevention and intervention to reduce youth violent behavior. In D. J. Flannery & C. R. Huff (Eds), Youth violence: Prevention, intervention and social policy. Washington, DC: American Psychiatric Press.

    Google Scholar 

  • Embry, D.D., Flannery, D. J., Vazsonyi, A.T., Powell, K. E., & Atha, H. (1996). Peacebuilders:Atheoretically driven, school-based model for early violence prevention. American Journal of Preventive Medicine, 12, 91–100.

    Google Scholar 

  • Embry, D. D., & Malfetti, J. M. (1982). A field trial of the safe playing program. Falls Church, VA: American Automobile Association Foundation for Traffic Safety.

    Google Scholar 

  • Embry, D.D., & McDaniel, R. (2001). ReclaimingWyoming:Acomprehensive blueprint for substance abuse treatment, intervention and prevention. Cheyenne, WY: Substance Abuse Division, Department of Health. (downloadable at www.wywins.net or www.paxtalk.com)

    Google Scholar 

  • Embry, D. D., & Straatemeier, G. (2001). The PAX Acts Game Manual: How to apply the Good Behavior Game. Tucson, AZ: PAXIS Institute.

    Google Scholar 

  • Fishbein, J. E., & Wasik, B. H. (1981). Effect of the Good Behavior Game on disruptive library behavior. Journal of Applied Behavior Analysis, 14, 89–93.

    Google Scholar 

  • Frick, P. J., Kuper, K., Silverthorn, P., & Cotter, M. (1995). Antisocial behavior, somatization, and sensation-seeking behavior in mothers of clinic-referred children. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 805–812.

    Google Scholar 

  • Gadow, K. D., Nolan, E. E., Sverd, J., Sprafkin, J., & Paolicelli, L. (1990). Methylphenidate in aggressive-hyperactive boys. I: Effects on peer aggression in public school settings. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 710–718.

    Google Scholar 

  • Goodman, R. (1997).The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586.

    Google Scholar 

  • Goodman, R., & Scott, S. (1999). Comparing the Strengths and Difficulties Questionnaire and the Child Behavior Checklist: Is small beautiful? Journal of Abnormal Child Psychology, 27, 17–24.

    Google Scholar 

  • Gottfredson, G. D. (1988). An evaluation of an organizational development approach to reducing school disorder. Evaluation Review, 11, 739–763.

    Google Scholar 

  • Grandy, G. S., Madsen, C. H., & De Mersseman, L. M. (1973). The effects of individual and interdependent contingencies on inappropriate classroom behavior. Psychology in the Schools, 10, 488–493.

    Google Scholar 

  • Greenberg, M., Domitrovich, C., & Bumbarger, B. (1999). Preventing mental disorders in school-age children: A review of the effectiveness of prevention programs. Center for Mental Health Services (CMHS), Substance Abuse Mental Health Services Administration, U.S. Department of Health and Human Services. Rockville, MD. http://www.prevention.psu.edu/ CMHS.html

  • Greenwood, C. R., Terry, B., Utley, C. A., & Montagna, D. (1993). Achievement, placement, and services: Middle school benefits of Classwide Peer Tutoring used at the elementary school. School Psychology Review, 22, 497–516.

    Google Scholar 

  • Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P., Asher, K. N., Beland, K., et al. (1997). Effectiveness of a violence prevention curriculum among children in elementary school. JAMA, 277, 1605–1611.

    Google Scholar 

  • Harris, V. W., & Sherman, J. A. (1973). Use and analysis of the “Good Behavior Game” to reduce disruptive classroom behavior. Journal of Applied Behavior Analysis, 6, 405–417.

    Google Scholar 

  • Hegerle, D. R., Kesecker, M. P., & Couch, J. V. (1979). A behavior game for the reduction of inappropriate classroom behaviors. School Psychology Review, 8, 339–343.

    Google Scholar 

  • Herrnstein, R. (1970). On the law of effect. Journal of the Experimental Analysis of Behavior, 13, 243–266.

    Google Scholar 

  • Huber,H. (1979).The value of a behavior modification programme, administered in a fourth grade class of a remedial school. Praxis der Kinderpsychologie und Kinderpsychiatrie, 28, 73–79.

    Google Scholar 

  • Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146–160.

    Google Scholar 

  • Ialongo, N. S., Werthamer, L., Kellam, S.G., Brown, C. H., Wang, S., & Lin,Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27, 599–641.

    Google Scholar 

  • Johnson, M. R., Turner, P. F., & Konarski, E. A. (1978). The Good Behavior Game: A systematic replication in two unruly transitional classrooms. Education and Treatment of Children, 1, 25–33.

    Google Scholar 

  • Kellam, S. G., & Anthony, J. C. (1998). Targeting early antecedents to prevent tobacco smoking: Findings from an epidemiologically based randomized field trial. American Journal of Public Health, 88, 1490–1495.

    Google Scholar 

  • Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the First grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165–185.

    Google Scholar 

  • Kellam, S.G., Ling, X., Merisca, R., Hendricks, Brown, C., Ialongo, N. (2000). Erratum: The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development & Psychopathology, 12, 107.

    Google Scholar 

  • Kellam, S.G., Mayer, L. S., Rebok, G.W., & Hawkins, W. E. (1998). Effects of improving achievement on aggressive behavior and of improving aggressive behavior on achievement through two preventive interventions: An investigation of causal paths. In B. P. Dohrenwend (Ed.), Adversity, stress, and psychopathology (pp. 486–505). New York: Oxford University Press.

    Google Scholar 

  • Kellam, S. G., & Rebok, G.W. (1992). Building developmental and etiological theory through epidemiologically based reventive intervention trials. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 162–194). New York: Guilford Press.

    Google Scholar 

  • Kellam, S. G., Rebok, G. W., Ialongo, N., & Mayer, L. S. (1994). The course and maleability of aggressive behavior from early first grade into middle school: Results of a developmental epidemiologically-based preventive trial. Journal of Child Psychology and Psychiatry, 35, 259–281.

    Google Scholar 

  • Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, MA: Houghton Mifflin Co.

    Google Scholar 

  • Kolko, D. J., Bukstein, O.G., & Barron., J. (1999). Methylphenidate and behavior modification in children withADHDand comorbidODDor CD: Main and incremental effects across settings. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 578–586.

    Google Scholar 

  • Kosiec, L. E., Czernicki, M. R., & McLaughlin, T. F. (1986). The Good Behavior Game: A replication with consumer satisfaction in two regular elementary school classrooms. Techniques, 2, 15–23.

    Google Scholar 

  • Kosterman, R., Hawkins, J.D., Spoth, R., Haggerty, K. P., & Zhu, K. (1997). Effects of a preventive parent-training intervention on observed family interactions: Proximal outcomes from preparing for the drug free years. Journal of Community Psychology, 25, 337–352.

    Google Scholar 

  • Kotkin, R. (1998). The Irvine Paraprofessional Program: Promising practice for serving students withADHD. Journal of Learning Disabilities, 3, 556–564.

    Google Scholar 

  • Krueger, R. F., Moffitt, T. E., Caspi, A., Bleske, A., & Silva, P. A. (1998). Assortative mating for antisocial behavior: Developmental and methodological implications. Behavior Genetics, 28, 173–186.

    Google Scholar 

  • Lazzaro, I., Gordon, E., Whitmont, S., Meares, R., & Clarke, S. (2001). The modulation of late component event related potentials by pre-stimulus EEG theta activity in ADHD. International Journal of Neuroscience, 107, 247–264.

    Google Scholar 

  • Lipsey, M. W. (1992). Juvenile delinquency treatment: A metaanalytic inquiry into the variability of effects. In T.D. Cook, H. Cooper, D. S. Corday, H. Hartmann, L. V. Hedges, R. J. Light, T. A. Louis, & F. Musteller (Eds.), Meta-analysis for explanation: A case book for explanation (pp. 83–125). New York: Russell Sage.

    Google Scholar 

  • Loeber, R., Stouthammer-Loeber, M., & White, H. R. (1999). Developmental aspects of delinquency and internalizing problems and their association with persistent juvenile substance use between ages 7 and 18. Journal of Clinical Child Psychology, 28, 322–332.

    Google Scholar 

  • Lynch, A. (2001). Thought contagion: How belief spreads through society. New York: Basic Books.

    Google Scholar 

  • Madrid, A., Anderson, B., Lee, J., MacMurray, J., & Comings, D. E. (2001). A possible role for stress in mediating variability in outcome of studies of the DRD2 Taq I polymorphism and alcoholism. Alcoholism, 23, 117–122.

    Google Scholar 

  • Malott, R. W., Whaley, D. L., & Malott, M. E. (1997). Elementary principles of behavior (3rd ed.). Upper Saddle River, NJ: Prentice-Hall

    Google Scholar 

  • Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peerassisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33, 62–94.

    Google Scholar 

  • Medland, M. B., & Stachnik, T. J. (1972). Good Behavior Game: A replication and systematic analysis. Journal of Applied Behavior Analysis, 5, 45–51.

    Google Scholar 

  • Moffitt, T. E. (1990). Juvenile delinquency and attention deficit disorder: Boys' developmental trajectories from age 3 to age 15. Child Development, 61, 893–910.

    Google Scholar 

  • Moffitt, T. E. (1993). Adolescence-limited and life-coursepersistent antisocial behavior: A developmental taxonomy. Psychological Review, 10, 674–701.

    Google Scholar 

  • Northup, J., Fusilier, I., Swanson, V., Huete, J., Bruce, T., Freeland, J., et al. (1999). Further analysis of the separate and interactive effects of methylphenidate and common classroom contingencies. Journal of Applied Behavior Analysis, 32, 35–50.

    Google Scholar 

  • Oosterlaan, J., Logan, G. D., & Sergeant, J. A. (1998). Response inhibition in AD/HD, CD, comorbid AD/HD + CD, anxious, and control children: A meta-analysis of studies with the stop task. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39, 411–425.

    Google Scholar 

  • Patrick, C. A., Ward, P., & Crouch, D. W. (1998). Effects of holding students accountable for social behaviors during volleyball games in elementary physical education. Journal of Teaching in Physical Education, 17, 143–156.

    Google Scholar 

  • Patterson, G. R., De Baryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44, 329–335.

    Google Scholar 

  • Patterson, G. R., Dishion, T. J., & Yoerger, K. (2000). Adolescent growth in new forms of problem behavior: Macro-and micropeer dynamics. Prevention Science, 1, 3–1.

    Google Scholar 

  • Patterson, G. R., Forgatch, M. S., Yoerger, K. L., & Stoolmiller,M. (1998). Variables that initiate and maintain an early-onset trajectory for juvenile offending. Development and Psychopathology, 10, 531–547.

    Google Scholar 

  • Patterson, G. R., & Stouthamer-Loeber, M. (1984). The correlation of family management practices and delinquency. Child Development, 55, 1299–1307.

    Google Scholar 

  • Pelham, W. E., Jr., & Fabiano, G.A. (2000). Behavior modification. Child and Adolescent Psychiatric Clinics of North America, 9, 671–688.

    Google Scholar 

  • Phillips, D., & Christie, F. (1986). Behaviour management in a secondary school classroom: Playing the game. Maladjustment and Therapeutic Education, 4, 47–53.

    Google Scholar 

  • Posavac, H. D., Sheridan, S. M., & Posavac, S. S. (1999, April). A cueing procedure to control impulsivity in children with attention deficit hyperactivity disorder. Behavior Modification, 23, 234–253.

    Google Scholar 

  • Quist, J. F., & Kennedy, J. L. (2001). Genetics of childhood disorders: XXIII. ADHD, Part 7: The serotonin system. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 253–256.

    Google Scholar 

  • Raine, A., Venables, P. H., & Mednick, S. A. (1997). Low resting heart rate at age 3 years predisposes to aggression at age 11 years: Findings from the Mauritius Joint Child Health Project. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1457–1464.

    Google Scholar 

  • Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventative intervention for conduct problems. American Journal of Community Psychology, 24, 483–517.

    Google Scholar 

  • Rogers, E.M. (1995). Diffusion of Innovations (4th Ed.).NewYork: The Free Press.

    Google Scholar 

  • Rutter, M. (1985). Family and school influences on cognitive development. Journal of Child Psychology and Psychiatry and Allied Disciplines, 26, 683–704.

    Google Scholar 

  • Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Somerset, UK: Open Books.

    Google Scholar 

  • Saigh, P. A., & Umar, A. M. (1983). The effects of a Good Behavior Game on the disruptive behavior of Sudanese elementary school students. Journal of Applied Behavior Analysis, 16, 339–344.

    Google Scholar 

  • Salend, S. J., Reynolds, C. J., & Coyle, E.M. (1989). Individualizing the Good Behavior Game across type and frequency of behavior with emotionally disturbed adolescents. Behavior Modification, 13, 108–126.

    Google Scholar 

  • Sanders, M. R. (1999). Triple P—Positive Parenting Program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2, 71–90.

    Google Scholar 

  • Schaie, K. W., & Baltes, P. B. (1975). On sequential strategies in developmental research: Description or explanation. Human Development, 18, 384–390.

    Google Scholar 

  • Shedler, J., & Block, J. (1990). Adolescent drug use and psychological health: A longitudinal inquiry. American Psychologist, 45, 612–630.

    Google Scholar 

  • Slavin, R. E. (1992). When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 145–173). New York: Cambridge University Press.

    Google Scholar 

  • Slutske, W. S., Heath, A. C., Dinwiddie, S. H., Madden, P. A., Bucholz, K. K., Dunne, M. P., et al. (1997). Modeling genetic and environmental influences in the etiology of conduct disorder: A study of 2,682 adult twin pairs. Journal of Abnormal Psychology, 106, 266–279.

    Google Scholar 

  • Slutske, W. S., Heath, A. C., Madden, P. A. F., Bucholz, K. K., Dinwiddle, S. H., Dunne, M. P., et al. (1995). Sex differences in the etiology of DSM-III-R conduct disorder. Psychiatric Genetics, 5, S80.

    Google Scholar 

  • Solanto, M. V., Wender, E. H., & Bartell, S. S. (1997). Effects of methylphenidate and behavioral contingencies on sustained attention in attention-deficit hyperactivity disorder: A test of the reward dysfunction hypothesis. Journal of Child and Adolescent Psychopharmacology, 7, 123–136.

    Google Scholar 

  • Stoolmiller, M., Eddy, J. M., & Reid, J. B. (2000). Detecting and describing preventative intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior. Journal of Consulting and Clinical Psychology, 68, 296–306.

    Google Scholar 

  • Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Chicago, IL: Holt, Rinehart and Winston.

    Google Scholar 

  • Swiezy, N. B., Matson, J.L., & Box, P. (1992). The Good Behavior Game: A token reinforcement system for preschoolers. Child and Family Behavior Therapy, 14, 21–32.

    Google Scholar 

  • Tannock, R., Schachar, R. J., Car, R.P., Chajczyk,D., & Logan, G.D. (1989). Effects of methylphenidate on inhibitory control in hyperactive children. Journal of Abnormal Child Psychology, 17, 473–491.

    Google Scholar 

  • Tannock, R., Schachar, R. J., & Logan,G. (1995). Methylphenidate and cognitive flexibility: Dissociated dose effects in hyperactive children. Journal of Abnormal Child Psychology, 23, 235–266.

    Google Scholar 

  • Tingstrom, D. H. (1994). The Good Behavior Game: An investigation of teachers' acceptance. Psychology in the Schools, 31, 57–65.

    Google Scholar 

  • Tremblay, R. E., Masse, B., Perron,D., & Leblanc,M. (1992). Early disruptive behavior, poor school achievement, delinquent behavior, and delinquent personality: Longitudinal analyses. Journal of Consulting and Clinical Psychology, 60, 64–72.

    Google Scholar 

  • Tremblay, R. E., Pagani-Kurtz, L., Masse, L. C., Vitaro, F., & Pihl, R. (1995). A bimodal preventive intervention for disruptive kindergarten boys: Its impact through mid-adolescence. Journal of Consulting and Clinical Psychology, 63, 560–568.

    Google Scholar 

  • Tremblay, R. E., Pihl, R. O., Vitaro, F., & Dobkin, P. L. (1994). Predicting early onset of male antisocial behavior from reschool behavior. Archives of General Psychiatry, 51, 732–739.

  • U.S. Surgeon General. (2001). Surgeon General's Report on Youth Violence. Department of Health and Human Services: Rockville, MD.

    Google Scholar 

  • U.S. Surgeon General. (2002, June 2). An artificial eye on bioterror. Discover, p. 16.

  • Walker, H. M., Colvin, G., & Ramsey, E. (1995). Anti-social behavior in schools: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.

    Google Scholar 

  • Walker, H. M., Stieber, S., Ramsey, E., & O'Neill, R. (1993). Fifth grade school adjustment and later arrest rate: A longitudinal study of middle school antisocial boys. Journal of Child and Family Studies, 2, 295–315.

    Google Scholar 

  • Warner, S. P., Miller, F. D., & Cohen, M.W. (1977). Relative effectiveness of teacher attention and the Good Behavior Game in modifying disruptive classroom behavior. Journal of Applied Behavior Analysis, 10, 737.

    Google Scholar 

  • Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems:Acomparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65, 93–109.

    Google Scholar 

  • White, H. R., Loeber, R., Stouthamer-Loeber, M., & Farrington, D. (1999). Developmental associations between substance use and violence. Development and Psychopathology, 11, 785–803.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. PAXIS Institute, PO Box 68494, Tucson, Arizona, 85737

    Dennis D. Embry

Authors
  1. Dennis D. Embry
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Embry, D.D. The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine. Clin Child Fam Psychol Rev 5, 273–297 (2002). https://doi.org/10.1023/A:1020977107086

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1020977107086

  • substance abuse prevention
  • violence prevention
  • public policy
  • best practice