小学班级 "好行为游戏 "中反馈的直接和间接影响及偏好。

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Journal of applied behavior analysis Pub Date : 2024-07-24 DOI:10.1002/jaba.2902
Jensen Chotto, Elizabeth Linton, Jeanne M. Donaldson
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引用次数: 0

摘要

良好行为游戏(GBG)是减少课堂捣乱行为的有效方法。三个五年级班级的学生选择了 GBG 的规则,然后在 GBG 中体验了不同形式的违反规则反馈(声音和视觉、仅声音、仅视觉、无反馈)。在初始基线之后,四个反馈版本的《全球儿童游戏》和基线条件在多元素设计中交替进行。所有版本的 "GBG "都大大减少了破坏性行为,使其低于基线水平。此外,在三个班级中,有一个班级在失去 GBG 后,同伴间的负面互动立即增加。在多元素比较之后,我们实施了分组安排并行链偏好评估,学生每天选择其中一种情况进行体验。在所有班级中,选择最多的是包含声音和视觉反馈的 GBG 条件。
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Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth-grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group-arrangement concurrent-chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback.

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来源期刊
Journal of applied behavior analysis
Journal of applied behavior analysis PSYCHOLOGY, CLINICAL-
CiteScore
5.80
自引率
20.70%
发文量
61
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