Kennedy Krieger Institute, Baltimore, MD, USA.
The University of Utah, Salt Lake City, USA.
Behav Modif. 2020 Jul;44(4):471-495. doi: 10.1177/0145445519826528. Epub 2019 Jan 30.
An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases.
一种有效的团体应急措施，即良好行为游戏（Good Behavior Game，GBG），已经在广泛的年龄群体中成功实施。然而，当 GBG 突然终止时，学生的行为通常不会得到改善，而且当实施频率降低时，研究尚未评估 GBG 的效果。本研究的目的是评估 GBG 的效果，最初每天实施，然后减少实施频率。该研究利用三个幼儿园教室的跨多个基线设计来评估 GBG 在减少全班和目标学生的破坏性行为（DB）和增加全班和目标学生的学业参与度方面的有效性和维持性。在不实施 GBG 的情况下收集减少频率的数据。结果表明，GBG 非常有效地改善了全班学生的行为，这一效果在最后一个减少频率阶段（GBG 减少频率）中得到了维持，并且在两个阶段中都对目标学生的行为有一定程度的改善。
