Effectiveness of the Elos 2.0 Program, a Classroom Good Behavior Game Version in Brazil

被引：4
|
作者：
Caetano, Sheila C. [1 ]
Mariano, Marilia [1 ]
da Silva, Anderson Ribeiro [1 ]
Mendes-Sousa, Marilia Moreira [1 ]
Ferreira, Natalia Alexandre [2 ]
Cogo-Moreira, Hugo [3 ]
Mari, Jair J. [1 ]
Sanchez, Zila M. [1 ,4 ]
机构：
[1] Univ Fed Sao Paulo, Dept Psiquiatria, Rua Major Maragliano 241, Sao Paulo, Brazil
[2] Univ Fed Ceara, Sch Nursing, Dept Publ Hlth, Rodolfo Teofilo, Fortaleza, Brazil
[3] Ostfold Univ Coll, Dept Educ ICT & Learning, Halden, Norway
[4] Univ Fed Sao Paulo, Dept Prevent Med Epidemiol & Biostat Sect, Rua Botucatu,740, Sao Paulo, Brazil
来源：
INTERNATIONAL JOURNAL OF MENTAL HEALTH AND ADDICTION | 2024年
关键词：
Good Behavior Game; Children; Behavior problems; Prevention; RCT; Brazil; PREVENTIVE INTERVENTION; DISRUPTIVE BEHAVIOR; UNIVERSAL; IMPACT; 1ST-GRADE; OUTCOMES; IMPLEMENTATION; TRIAL;
D O I：
10.1007/s11469-024-01256-6
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
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%CIOR = 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.
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页数：17
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