Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes
Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes
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DOI：
10.1016/j.drugalcdep.2008.01.004
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发表时间：
2008-06-01
影响因子：
4.2
通讯作者：
Wilcox, Holly C.
中科院分区：
文献类型：
--
作者：
Kellam, Sheppard G.;Brown, C. Hendricks;Wilcox, Holly C.
背景资料：从1985-1986学年开始，在19所巴尔的摩市公立学校的一年级和二年级教室中对教师使用的课堂行为管理方法“良好行为游戏”（GBG）进行了测试。干预是针对整个教室的社会化儿童的学生角色，减少侵略性，破坏性行为，确认后来的药物滥用和依赖性障碍，吸烟和反社会人格障碍的前因。本文报道了对19- 21岁儿童的影响。方法：在五个贫困到中低阶层，主要是非洲裔美国人的城市地区，三到四所学校进行了匹配，并在每组中随机分配到三种情况之一：（1）GBG，（2）针对阅读成绩的凝乳教学和指导计划，或（3）标准计划。对儿童的教室进行平衡分配，然后，在干预学校内，教室和教师被随机分配到干预或控制。结果：到了成年早期，在男性中发现了显着的影响，特别是那些更具攻击性、破坏性的一年级学生，减少了药物和酒精滥用/依赖障碍、经常吸烟和反社会人格障碍。这些结果强调了一年级普遍预防干预的价值。复制：在下一学年，对下一批一年级儿童进行了复制，这些儿童使用相同的教师，但减少了对教师的指导和监督。结果表明，GBG对男性药物滥用/依赖性障碍有显著影响，但存在一定差异。对于其他结果，影响一般较小，但在预测的方向。(c)2008爱思唯尔爱尔兰有限公司保留所有权利。
Background: The Good Behavior Game (GBG), a method of classroom behavior management used by teachers, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985-1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of later substance abuse and dependence disorders, smoking, and antisocial personality disorder. This article reports on impact to ages 19-21.Methods: In five poor to lower-middle class, mainly African American urban areas, three or four schools were matched and within each set randomly assigned to one of three conditions: (1) GBG, (2) a curd curriculum-and-instruction program directed at reading achievement, or (3) the standard program. Balanced assignment of children to classrooms was made, and then, within intervention schools, classrooms and teachers were randomly assigned to intervention or control.Results: By young adulthood significant impact was found among males, particularly those in first grade who were more aggressive, disruptive, in reduced drug and alcohol abuse/dependence disorders, regular smoking, and antisocial personality disorder. These results underline the value of a first-grade universal prevention intervention.Replication: A replication was implemented with the next cohort of first-grade children with the same teachers during the following school year, but with diminished mentoring and monitoring of teachers. The results showed significant GBG impact for males on drug abuse/dependence disorders with some variation. For other outcomes the effects were generally smaller but in the predicted direction. (c) 2008 Elsevier Ireland Ltd. All rights reserved.