Literaturnachweis - Detailanzeige
| Autor/inn/en | Joslyn, P. Raymond; Vollmer, Timothy R. |
|---|---|
| Titel | Efficacy of Teacher-Implemented Good Behavior Game Despite Low Treatment Integrity |
| Quelle | In: Journal of Applied Behavior Analysis, 53 (2020) 1, S.465-474 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8855 |
| DOI | 10.1002/jaba.614 |
| Schlagwörter | Classroom Techniques; Student Behavior; Nontraditional Education; Behavior Disorders; Emotional Disturbances; Delinquency; Teacher Education; Behavior Modification; Games; Outcomes of Treatment; Program Effectiveness |
| Abstract | The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In the current study, 3 teachers were trained to implement the GBG in a restrictive setting for students with histories of emotional and behavioral disorders and delinquency. The teachers used the GBG to produce substantial reductions in problem behavior despite low treatment integrity. Clinical implications and future directions for research are discussed. (As Provided). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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