Chapter 2: Literature ReviewThe Good Behavior Game: An Old One but a Good OneMany teachers, especially new teachers, have difficulty managing off-task behaviors in the classroom and find ways to implement strategies that will correct or improve these behaviors. When teachers systematically implement classroom-wide interventions, teacher-student interactions become more positive, students are more engaged, and teachers can focus on teaching appropriate behaviors (Conroy, Marsh, Snyder and Sutherland, 1987). The Good Behavior Game (GBG) is an emergency group game designed to improve teachers' ability to set tasks, establish rules and discipline students, reduce disruptive aggressive, off-task and timid behaviors among students. elementary-aged children and to promote good behavior by rewarding teams that do not exceed standards of maladaptive behavior (Conroy, Marsh, Snyder, & Sutherland, 1987). Rules of the Game The Good Behavior Game is designed to help improve the teacher's ability to set tasks, establish rules, and discipline students (Conroy, Marsh, Snyder, & Sutherland, 1987). The good behavior game can be used during quiet or independent work periods to reduce distracting behaviors within the classroom, such as sitting still, raising your hand to be called on, and speaking out of turn. The Good Behavior Game is also used to promote good behavior by rewarding teams for good behavior. Teachers should incorporate the game more than once during the day to keep students engaged. The teacher and students should find the rewards together, this way students will be more likely to work hard and stay focused during quiet, independent work. Some examples of reinforcements might include stickers, treats, classroom...... middle of paper...... weeks of school by all teachers and staff. Initially, students will only be assessed for 10-15 minutes at a time. After the initial baseline, teacher training will be used to reassess what corrections need to be made. Data Analysis The study will include 41 teachers/teaching assistants and 2 principals from the school district. All classroom, canteen and library recording sheets will be reviewed by the researcher. The researcher will be neutral on the subject of disruptive student behavior and the good behavior game. The researcher will first separate the recording sheets by classrooms, canteen and library. Next, the researcher will plot the number of disruptive student behaviors in each area. The researcher will review the data analysis chart to see which area of ​​the school, if any, needs more focus on the good behavior game..