Procedural adaptations of the good behavior game for Brazilian public schools: a narrative review and Elos 2.0 program description

This article presents a two-part analysis of procedural adaptations of the Good Behavior Game (GBG) for Brazilian public schools. Part I is a structured narrative review of 34 randomized controlled trials implementing GBG internationally, mapping adaptations in game structure, reinforcement contingencies, teacher autonomy, feedback, and fidelity support. Part II describes how these findings informed Elos 2.0, a Brazilian adaptation designed for large, heterogeneous, and resource-constrained classrooms. Across trials, recurrent procedural patterns included explicit classroom rules, heterogeneous teams, interdependent group contingencies, visible monitoring, a gradual shift from punishment-based procedures toward positive reinforcement, flexible rewards, and simplified teacher supports. Elos 2.0 translates these principles into a feasible classroom model emphasizing cooperative teams, neutral feedback, positive reinforcement, low-cost rewards, and structured teacher support. Its feasibility and effectiveness were subsequently tested in a cluster randomized controlled trial in 22 Brazilian public schools, showing improvements in attention (d = 0.254; 95% CI [0.038, 0.469]) and prosocial behavior (d = 0.436; 95% CI [0.139, 0.734]) and higher odds of no disruptive behavior (OR = 4.88; 95% CI [1.89, 12.60]). Together, the review and program description show how core GBG mechanisms can be preserved while adapting procedures for scalable classroom-based prevention.