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本文引用的文献

1
Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes.一项针对一、二年级的通用课堂行为管理计划对青少年行为、精神和社会结局的影响。
Drug Alcohol Depend. 2008 Jun 1;95 Suppl 1(Suppl 1):S5-S28. doi: 10.1016/j.drugalcdep.2008.01.004. Epub 2008 Mar 17.
2
Decreasing classroom misbehavior through the use of DRL schedules of reinforcement.通过使用 DRL 强化时间表减少课堂不良行为。
J Appl Behav Anal. 1973 Fall;6(3):457-63. doi: 10.1901/jaba.1973.6-457.
3
Use and analysis of the "Good Behavior Game" to reduce disruptive classroom behavior.运用和分析“良好行为游戏”减少课堂干扰行为。
J Appl Behav Anal. 1973 Fall;6(3):405-17. doi: 10.1901/jaba.1973.6-405.
4
Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom.良好行为游戏：个人对团体后果的制约对课堂上破坏性行为的影响。
J Appl Behav Anal. 1969 Summer;2(2):119-24. doi: 10.1901/jaba.1969.2-119.
5
The good behavior game: 1969-2002.良好行为游戏：1969 - 2002年。
Behav Modif. 2006 Mar;30(2):225-53. doi: 10.1177/0145445503261165.
6
The Good Behavior Game: a best practice candidate as a universal behavioral vaccine.良好行为游戏：作为一种通用行为疫苗的最佳实践候选方案。
Clin Child Fam Psychol Rev. 2002 Dec;5(4):273-97. doi: 10.1023/a:1020977107086.
7
The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school.一年级课堂上的攻击性行为水平对中学阶段攻击性行为的发展历程及可塑性的影响。
Dev Psychopathol. 1998 Spring;10(2):165-85. doi: 10.1017/s0954579498001564.

幼儿园课堂中良好行为游戏的评价。

An evaluation of the good behavior game in kindergarten classrooms.

机构信息

University of Florida, Gainesville, Florida 32611, USA.

出版信息

J Appl Behav Anal. 2011 Fall;44(3):605-9. doi: 10.1901/jaba.2011.44-605.

DOI:10.1901/jaba.2011.44-605
PMID:21941390
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC3177341/
Abstract

The good behavior game (GBG) is a classwide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. Five kindergarten teachers and classrooms participated in this evaluation of the GBG. Disruptive behavior markedly decreased in all five classrooms as a result of the intervention. This study extends the GBG literature by systematically replicating the effects of the GBG with the youngest group of students to date.

摘要

良好行为游戏（GBG）是一种全班范围的团体强化物，包括将班级分成两组，制定简单规则，并安排违反或遵守这些规则的强化物。本研究共有 5 名幼儿园教师和 5 间教室参与了对 GBG 的评估。由于该干预措施，所有 5 间教室的破坏性行为明显减少。本研究通过迄今为止对最年轻的学生群体系统地复制 GBG 的效果，扩展了 GBG 文献。