Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Jensen Chotto, Elizabeth Linton, Jeanne M. Donaldson
{"title":"Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes","authors":"Jensen Chotto,&nbsp;Elizabeth Linton,&nbsp;Jeanne M. Donaldson","doi":"10.1002/jaba.2902","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":14983,"journal":{"name":"Journal of applied behavior analysis","volume":"57 4","pages":"910-925"},"PeriodicalIF":2.9000,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of applied behavior analysis","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaba.2902","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
引用次数: 0

Abstract

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.

小学班级 "好行为游戏 "中反馈的直接和间接影响及偏好。
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
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
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信