James Madison University, Harrisonburg, VA, USA.
Behav Modif. 2011 Jan;35(1):95-105. doi: 10.1177/0145445510392213.
The efficacy of the Good Behavior Game was examined in a multiethnic New York City public high school. Classroom rules were posted and students were divided into two teams. A reinforcement preference questionnaire was used to select daily and weekly prizes. The classroom teacher indicated that he was going to place a check on the board after every rule infraction as he named rule violators and their infractions. Students were also told that the team with the fewest marks at the end of each day would become the daily winners and receive prizes. They were also told that the team with the fewest marks for the week would be recognized as the weekly winners and receive additional prizes. The rate of disruptive behavior was charted across four treatment phases using a reversal design. The game phases were associated with marked reductions in the rate of seat leaving, talking without permission, and aggression. Teacher and student feedback supported the social validity of the procedure.
多民族的纽约市公立高中对良好行为游戏的效果进行了检验。张贴了课堂规则，并将学生分成两个队。使用强化偏好问卷选择日常和每周奖品。课堂老师表示，他将在每次违规后在黑板上打勾，同时点名违规者及其违规行为。学生们还被告知，每天结束时标记最少的团队将成为当天的获胜者并获得奖品。他们还被告知，一周内标记最少的团队将被确认为每周的获胜者，并获得额外的奖品。使用反转设计在四个处理阶段绘制了破坏性行为的比率。游戏阶段与离开座位、未经许可说话和攻击性的比率显著降低有关。教师和学生的反馈支持了该程序的社会有效性。
