Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research

被引：94

作者：

Bowman-Perrott, Lisa ^{[1
]}

Burke, Mack D. ^{[1
]}

Zaini, Samar ^{[1
]}

Zhang, Nan ^{[1
]}

Vannest, Kimberly ^{[1
]}

机构：

[1] Texas A&M Univ, College Stn, TX 77843 USA

来源：

JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS | 2016年 / 18卷 / 03期

关键词：

behavior(s); challenging; intervention(s); single-case designs; meta-analysis; studies; INDEPENDENT GROUP CONTINGENCIES; DISRUPTIVE BEHAVIOR; EFFECT SIZES; STUDENTS; SCHOOL; REINFORCEMENT; INTERVENTION; MANAGEMENT;

D O I：

10.1177/1098300715592355

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect size across 137 phase contrasts was .82 with a confidence interval 95% CI = [0.78, 0.87], indicating a substantial reduction in problem behavior and an increase in prosocial behavior for participating students. Five potential moderators were examined: emotional and behavioral disorder (EBD) risk status, reinforcement frequency, target behaviors, GBG format, and grade level. Findings suggest that the GBG is most effective in reducing disruptive and off-task behaviors, and that students with or at risk for EBD benefit most from the intervention. Implications for research and practice are discussed.

引用

页码：180 / 190

页数：11

共 66 条

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