The Good Behavior Game (GBG) is a universal classroom behavior management method to reduce disruptive problems. This study aimed to evaluate the effectiveness of the Elos 2.0 Program, a GBG version from Brazil, on the TOCA-C subscales: concentration problems, disruptive behavior, and prosocial behavior. We evaluated 2030 children aged 6–10 years. The Elos 2.0 program had a positive effect on concentration improvement by 0.254 standard deviations (Cohen’s d = 0.254, 95%CI = 0.038–0.469), and on prosocial behavior by 0.436 standard deviations (Cohen’s d = 0.436, 95%CI = 0.139–0.734). The odds of no disruptive behavior in Elos 2.0 were 4.88 times (95%CI_OR = 1.89–12.60), compared to the control group. Our findings indicate that the Elos 2.0 program is associated with modest/robust improvements in children’s prosocial and concentration skills and a decrease in disruptive behavior. This study is a preliminary support for the implementation of the Elos 2.0 Program in Brazilian public schools. REBEC/Brazil: U1111-1228–2342.

良好行为游戏（GBG）是一种通用的课堂行为管理方法，旨在减少破坏性问题。本研究旨在评估 Elos 2.0 计划（来自巴西的 GBG 版本）在 TOCA-C 子量表（注意力集中问题、破坏性行为和亲社会行为）上的有效性。我们评估了 2030 名 6-10 岁的儿童。Elos 2.0 计划对注意力改善有 0.254 个标准差（Cohen's d  = 0.254，95%CI = 0.038–0.469）的积极影响，对亲社会行为有 0.436 个标准差的积极影响（Cohen's d  = 0.436，95%CI = 0.139–） 0.734）。 与对照组相比，Elos 2.0 中没有破坏性行为的几率是 4.88 倍 (95% CI _{OR = 1.89–12.60)。}我们的研究结果表明，Elos 2.0 计划与儿童亲社会和注意力技能的适度/强劲改善以及破坏性行为的减少有关。这项研究是对巴西公立学校实施 Elos 2.0 计划的初步支持。REBEC/巴西：U1111-1228–2342。