在课堂上减少破坏性和分散注意力的行为:评估证据基础
Tina Marshall1, Tabitha Hoey1, Neha Rao1
1Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel).
Psychiatric services (Washington, D.C.)
|May 13, 2024
概括
有效的课堂干预可以减少破坏性行为,改善学术参与,预防心理健康问题. 好行为游戏是学生经常研究的,基于证据的方法.
科学领域:
- 教育心理学教育心理学
- 行为科学 行为科学
- 公共卫生 公共卫生
背景情况:
- 破坏性和分散注意力的课堂行为会对学业成绩产生负面影响,并可能导致严重的心理健康和物质使用问题.
- 预防和减少这些行为对于学生的福祉和学业成功至关重要.
研究的目的:
- 系统地审查预防/减少破坏性课堂行为的干预措施.
- 确定共同的干预组件,并综合跨种族族群的证据.
- 对这些干预措施进行经济分析.
主要方法:
- 在数据库,灰色文献和注册表中进行了全面的搜索,确定了从2008年到2022年的研究.
- 干预措施的评级是基于显示积极结果 (高,中等,低证据) 的研究数量和严格性.
主要成果:
- 在27项确定的干预措施 (65项研究) 中,有6项获得高或中等证据评级.
- 好行为游戏是最受研究的干预措施;常见的组成部分包括行为和课堂管理,情感认知过程和技能获取.
- 四项高证据干预在不同的学校环境中显示出积极的结果;没有研究符合经济分析的条件.
结论:
- 针对破坏性行为的干预措施可以增强学生的福祉,并预防心理健康状况.
- 建议进一步研究和实施基于证据的战略.
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