Early elementary inclusive classrooms present teachers with demanding responsibilities. The wide range of student backgrounds, ability levels, and previous school experiences require a well-managed classroom that maximizes instructional time. Teachers reported spending more time addressing disruptive behaviors than they thought they should. One powerful and empirically supported classwide practice for preventing or reducing problem behaviors, and possibly decreasing the need for individual behavior plans, is using group contingencies of reinforcement. This article provides early elementary teachers with strategies for managing their classrooms with independent, dependent, and interdependent group contingencies. The following section delineates procedures for implementing the three types of GAMES: Group contingency Approaches for Managing Elementary-classroom Settings.