The Effects of the Good Behavior Game on the Conduct of Regular Education New York City High School Students
Identifieur interne : 000487 ( Main/Merge ); précédent : 000486; suivant : 000488The Effects of the Good Behavior Game on the Conduct of Regular Education New York City High School Students
Auteurs : RBID : Francis:11-0117860Descripteurs français
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Abstract
The efficacy of the Good Behavior Game was examined in a multiethnic New York City public high school. Classroom rules were posted and students were divided into two teams. A reinforcement preference questionnaire was used to select daily and weekly prizes. The classroom teacher indicated that he was going to place a check on the board after every rule infraction as he named rule violators and their infractions. Students were also told that the team with the fewest marks at the end of each day would become the daily winners and receive prizes. They were also told that the team with the fewest marks for the week would be recognized as the weekly winners and receive additional prizes. The rate of disruptive behavior was charted across four treatment phases using a reversal design. The game phases were associated with marked reductions in the rate of seat leaving, talking without permission, and aggression. Teacher and student feedback supported the social validity of the procedure.
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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en" level="a">The Effects of the Good Behavior Game on the Conduct of Regular Education New York City High School Students</title><author><name sortKey="Kleinman, Kimberly E" uniqKey="Kleinman K">Kimberly E. Kleinman</name><affiliation wicri:level="2"><inist:fA14 i1="01"><s1>James Madison University</s1><s2>Harrisonburg, VA</s2><s3>USA</s3><sZ>1 aut.</sZ></inist:fA14><country>États-Unis</country><placeName><region type="state">Virginie</region></placeName></affiliation></author><author><name sortKey="Saigh, Philip A" uniqKey="Saigh P">Philip A. Saigh</name><affiliation wicri:level="2"><inist:fA14 i1="02"><s1>Teachers College of Columbia University</s1><s2>New York, NY</s2><s3>USA</s3><sZ>2 aut.</sZ></inist:fA14><country>États-Unis</country><placeName><region type="state">État de New York</region></placeName></affiliation></author></titleStmt><publicationStmt><idno type="inist">11-0117860</idno><date when="2011">2011</date><idno type="stanalyst">FRANCIS 11-0117860 INIST</idno><idno type="RBID">Francis:11-0117860</idno><idno type="wicri:Area/Francis/Corpus">000154</idno><idno type="wicri:Area/Francis/Curation">000154</idno><idno type="wicri:Area/Francis/Checkpoint">000102</idno><idno type="MainMerge">000102</idno><idno type="wicri:Area/Main/Merge">000487</idno></publicationStmt><seriesStmt><idno type="ISSN">0145-4455</idno><title level="j" type="abbreviated">Behav. modif.</title><title level="j" type="main">Behavior modification</title></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adolescent</term><term>Behavior change</term><term>Behavior therapy</term><term>Classroom</term><term>Contingency management</term><term>Grammar school</term><term>Group behavior</term><term>Reward</term><term>School environment</term><term>Student</term></keywords><keywords scheme="Pascal" xml:lang="fr"><term>Lycée</term><term>Etudiant</term><term>Milieu scolaire</term><term>Salle cours</term><term>Gestion aléa</term><term>Récompense</term><term>Comportement de groupe</term><term>Changement comportement</term><term>Thérapie comportementale</term><term>Adolescent</term></keywords><keywords scheme="Wicri" type="topic" xml:lang="fr"><term>Milieu scolaire</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The efficacy of the Good Behavior Game was examined in a multiethnic New York City public high school. Classroom rules were posted and students were divided into two teams. A reinforcement preference questionnaire was used to select daily and weekly prizes. The classroom teacher indicated that he was going to place a check on the board after every rule infraction as he named rule violators and their infractions. Students were also told that the team with the fewest marks at the end of each day would become the daily winners and receive prizes. They were also told that the team with the fewest marks for the week would be recognized as the weekly winners and receive additional prizes. The rate of disruptive behavior was charted across four treatment phases using a reversal design. The game phases were associated with marked reductions in the rate of seat leaving, talking without permission, and aggression. Teacher and student feedback supported the social validity of the procedure.</div></front></TEI></record>Pour manipuler ce document sous Unix (Dilib)
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