Literaturnachweis - Detailanzeige
| Autor/inn/en | Silva, Erika; Wiskow, Katie M. |
|---|---|
| Titel | Stimulus Presentation versus Stimulus Removal in the Good Behavior Game |
| Quelle | In: Journal of Applied Behavior Analysis, 53 (2020) 4, S.2186-2198 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8855 |
| DOI | 10.1002/jaba.709 |
| Schlagwörter | Intervention; Behavior Problems; Behavior Modification; Stimuli; Token Economy; Contingency Management; Grade 2; Elementary School Students; Cues; Positive Reinforcement; Preferences; Student Attitudes; Elementary School Teachers; Teacher Attitudes; Program Effectiveness |
| Abstract | The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus presentation (P) and GBG-stimulus removal (R) on levels of disruptions in a 2nd-grade general education classroom. In addition, we measured student prompts, teacher praise and correctives, and student and teacher preference. The GBG-P and GBG-R versions of the game were similarly effective in reducing disruptions. However, the teacher chose to implement the GBG-R and the majority of students reported a preference for the GBG-R. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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