University of North Carolina at Chapel Hill.
J Appl Behav Anal. 1981 Spring;14(1):89-93. doi: 10.1901/jaba.1981.14-89.
A modification of the good behavior game was used to reduce disruptive behaviors during a weekly library period of children in a fourth-grade class. Modifications included student input in designing rules, attempts to state rules in positive terms, observation of class behavior in the experimental (library) setting as well as in a comparison (classroom) setting, and librarian involvement in instituting the game coupled with teacher involvement in delivering reinforcers. Reinforcers consisted of special classroom activities conducted by the teacher with winning team members. Modification of the good behavior game did not detract from its effectiveness in reducing disruptive and off-task behavior.
一种改良版的良好行为游戏被用来减少四年级一个班级的学生在每周图书馆时间的破坏性行为。改良包括学生参与设计规则，尝试用积极的术语来表述规则，在实验（图书馆）环境和比较（教室）环境中观察班级行为，以及图书管理员参与实施游戏和教师参与提供强化物。强化物包括教师与获胜小组成员一起进行的特殊课堂活动。改良良好行为游戏并没有降低其减少破坏性行为和分散注意力行为的效果。
