在小学班级的"好行为游戏"期间,对反的直接和间接影响和偏好
Jensen Chotto1, Elizabeth Linton1, Jeanne M Donaldson1
1Department of School Psychology, Louisiana State University, Baton Rouge, LA, USA.
Journal of applied behavior analysis
|July 25, 2024
概括
良好的行为游戏 (GBG) 有效地减少了破坏性的课堂行为. 学生更喜欢GBG,对违反规则的声音和视觉反.
科学领域:
- 教育心理学教育心理学
- 课堂管理 课堂管理
- 行为干预行为干预
背景情况:
- 破坏性课堂行为会对学习产生负面影响.
- 好行为游戏 (GBG) 是一种公认的干预措施,用于管理学生的行为.
- 了解GBG内的最佳反方法对于其有效性至关重要.
研究的目的:
- 评估好行为游戏 (GBG) 中不同反方法的有效性.
- 为了比较学生对各种GBG反条件的偏好.
- 评估GBG对破坏性行为和同行互动的影响.
主要方法:
- 采用多元件设计,与基线对比,交替使用 GBG 条件,使用不同的反类型 (语音/视觉,仅语音,仅视觉,没有反).
- 三个五年级的班级参加,学生选择GBG规则.
- 一个并发链偏好评估确定了学生对GBG条件的偏好.
主要成果:
- 与基线相比,GBG的所有测试版本都显著减少了破坏性行为.
- 结合语音和视觉反的GBG条件是学生最喜欢的.
- 在一个课程中,失去GBG导致负面同学互动的立即增加.
结论:
- 好行为游戏 (GBG) 是一种强有力的策略,用于减少破坏性课堂行为.
- 语音和视觉反组合似乎是最有效和首选的GBG格式.
- 需要仔细实施和监测,因为GBG的终止可能会暂时增加负面的同行相互作用.
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