The article “Effects of the Behavior Game in Classroom Contexts,” by Brittany Pennington and Jennifer J. McComas, published in The Journal of Applied Behavior Analysis, in winter 2017 edition, explores the impact of the good behavior game on children's positive behaviors in the classroom. Pennington and McComas describe Good Behavior Games as something a teacher does, where they divide the class into small groups and award points each time they focus on their responsibilities as a group or comply with established rules. plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay Teachers have the ability to manipulate the structure of the point system to essentially praise good behavior or incentivize the avoidance of problem behavior. Trained observers spent a total of 7 weeks at this particular school, visiting 3 out of 5 days. They focused on 3 students, one girl and two boys, all approximately 8 years old, of Native American descent and diagnosed or at risk of emotional and behavioral disorders. They come from a city school where it is implied that students come from low-income homes. The observers chose two different times when they would record the data, at the start of their "morning meetings" and their "math rotations." Each child showed a significant increase in positive behaviors while there was the opportunity to win a prize, whereas once the game was over they would return to their normal behaviors. The results of this study showed that the game increases positive behaviors, but once the game ends, their efforts to stay focused and follow the rules cease. Pennington and McComas suggest that they have introduced a new reinforcer that can extend and have meaning for other aspects of an individual's life in order to prolong the effects of the game. Although the article only focuses on 3 children, this can cause many limitations. Individuals are unique and no one handles certain situations and environments the same way. Therefore, the good behavior game may not be effective for everyone (Pennington and McComas)., 2017).