Effects of the Good Behavior Game on student and teacher behavior in an alternative school

被引：31
|
作者：
Rubow, Christopher C. [1 ]
Vollmer, Timothy R. [1 ]
Joslyn, P. Raymond [1 ]
机构：
[1] Univ Florida, Gainesville, FL 32611 USA
来源：
JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2018年 / 51卷 / 02期
关键词：
classroom behavior management; disruptive behavior; emotional and behavioral disorders; Good Behavior Game; praise; INDEPENDENT GROUP CONTINGENCIES; DISRUPTIVE BEHAVIOR; CLASSROOMS; DISORDERS;
D O I：
10.1002/jaba.455
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 classroom behavior management procedure that has been shown to be effective in reducing disruptive behavior across many settings and populations (Flower, McKenna, Bunuan, Muething, & Vega, 2014). We investigated the effects of the GBG on student and teacher behavior in two classrooms containing fourth- to eighth-grade students in an alternative school for students with emotional and behavioral disorders. Results indicated the GBG reduced disruption and increased the teacher's use of praise relative to reprimands. Social validity measures, collected from both teachers and students, indicated strong approval of the GBG.
引用
收藏
页码：382 / 392
页数：11
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