Conclusion In summary, playing the GBG/KKS during PT interventions appears to be a practical approach for teachers to promote both positive behavior and academic outcomes for students with BP, even if the results of the present study do not clearly attribute positive effects to the KKS. Teachers as well as under graduates reported that playing the KKS led to considerably reduced stress levels in class. They also mentioned that this effect was especially strong when using unknown rewards such as grabbing a secret reward out of a treasure chest (this procedure appeared to be more motivating for the students than determining rewards beforehand). It can be concluded that combining both is a practical way to simultaneously implement an evidence-based behavior management strategy and a reading intervention. Therefore, future studies should validate the effects suggested by the present findings.