好行为游戏:在包容性环境中对有或没有特殊教育需要的学生的破坏性行为的影响
Emrah Gulboy1, Hicran Denizli-Gulboy2, Salih Rakap3
1Department of Specialized Education, Developmental Education Research and Practice Center (OGEM), Ondokuz Mayıs University, 55100 Samsun, Türkiye.
Behavioral sciences (Basel, Switzerland)
|February 26, 2025
概括
好行为游戏 (GBG) 有效地减少了特殊教育需求 (SEN) 和没有特殊教育需求 (SEN) 的学生的破坏性行为. 学生们发现这种课堂管理策略令人愉快和引人入胜,在两组中都有类似的改进.
科学领域:
- 教育心理学教育心理学
- 课堂管理策略 课堂管理策略
- 特殊教育需要 (SEN)
背景情况:
- 好行为游戏 (GBG) 是一种基于证据的课堂管理策略.
- 破坏性行为在教育环境中是一个问题,特别是对于有SEN的学生.
- 需要评估GBG在不同学生群体中的有效性.
研究的目的:
- 调查GBG在减少SEN和没有SEN的学生中破坏性行为的有效性.
- 为了比较有和没有SEN的学生之间的行为变化.
- 检查学生对GBG社会有效性的看法.
主要方法:
- 使用了ABAB逆转设计,并进行了后续阶段.
- 包括6名参与者 (3名有SEN,3名没有SEN),年龄在11-14岁,表现出破坏性行为.
- 数据收集包括评估干预效应和学生的看法.
主要成果:
- 在所有参与的学生中,GBG显著减少了破坏性行为.
- 在有和没有SEN的学生中观察到类似的行为改善水平.
- 学生们报告了积极的看法,发现GBG是愉快和有吸引力的.
结论:
- GBG是一个非常有效的课堂管理策略,用于减少SEN和没有SEN的学生的破坏性行为.
- 这项干预表明了强大的社会价值,受到学生的欢迎.
- 调查结果支持对教育工作者寻求实施GBG的实际影响.
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