Michigan State University.
J Appl Behav Anal. 1972 Spring;5(1):45-51. doi: 10.1901/jaba.1972.5-45.
A good-behavior game was implemented in a fifth-grade reading class consisting of two groups of 14 students each. After the presentation of the game, reversal and component analysis phases were instituted. Game components included rules, lights (response feedback), and group consequences of extra recess and extra free time. Student observers recorded the dependent variables which included talking-out, disruptive, and out-of-seat behaviors. The results show that the game reduced the dependent measures from their baseline rate by almost 99% for one group and 97% for the other. The component analysis revealed that after association in the game, the stimulus components of rules and lights were effective in reducing the dependent behaviors.
在一个由 14 名学生组成的五年级阅读课中实施了一个良好行为游戏。在呈现游戏后，进行了反转和组成分析阶段。游戏组成部分包括规则、灯光（反应反馈）以及额外课间休息和额外自由时间的小组后果。学生观察员记录了因变量，包括说话、扰乱和离开座位的行为。结果表明，游戏使一组的因变量从基线率降低了近 99%，另一组降低了 97%。组成分析表明，在游戏中进行联系后，规则和灯光的刺激成分有效减少了依赖行为。
