Teacher-Implemented Good Behavior Game with Detained Juvenile Offenders

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL

Education and Treatment of Children Pub Date : 2021-09-09 DOI:10.1007/s43494-021-00052-4

Joslyn, P. Raymond, Kronfli, Faris R.

引用次数: 3

Abstract

We implemented a rapid protocol to train teachers in a school for detained juvenile offenders to implement the Good Behavior Game, an empirically supported group contingency procedure, in their classrooms. Data were collected on both teacher (i.e., two measures of treatment integrity) and student behavior (i.e., disruptive behavior). Results indicated clear treatment effects in three of five classrooms and low levels of disruption but unclear effects in the other two. Most students and teachers preferred the intervention and found it effective.

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由教师实施的拘禁少年犯良好行为游戏

我们实施了一项快速协议，培训一所关押少年犯的学校的教师在他们的课堂上实施良好行为游戏，这是一种经验支持的群体应急程序。收集了教师(即治疗完整性的两项措施)和学生行为(即破坏性行为)的数据。结果表明，五间教室中有三间的治疗效果明显，干扰程度较低，但其他两间的效果不清楚。大多数学生和老师都喜欢这种干预，并认为它是有效的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.