Guided by Theory, Informed by Practice: Training and Support for the Good Behavior Game, a Classroom-based Behavior Management Strategy.
Guided by Theory, Informed by Practice: Training and Support for the Good Behavior Game, a Classroom-based Behavior Management Strategy.
复制标题
在理论的指导下，以实践为导致：对良好行为游戏的培训和支持，这是一种基于课堂的行为管理策略。
DOI：
10.1177/1063426614522692
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发表时间：
2014-06
影响因子：
1.9
通讯作者：
Kurki A
中科院分区：
文献类型：
--
作者：
Poduska JM;Kurki A
将课堂行为管理的循证做法转移到现实世界环境中，是教育和公共卫生的高度优先事项。本文描述了良好行为游戏(GBG)培训和支持模式的开发和使用，GBG是为数不多的预防干预措施之一，被证明对19-21岁的小学生一直到成年期都有积极的结果，包括减少药物和酒精的使用，以学校为基础的心理健康服务，以及自杀意念和企图。我们首先描述了指导培训和支持模式发展的概念框架。然后介绍了与休斯顿独立学区合作进行的GBG正在进行的试验中关于该模式实施的数据。我们最后讨论了吸取的教训以及对下一阶段研究和实践的影响。
Moving evidence-based practices for classroom behavior management into real-world settings is a high priority for education and public health. This paper describes the development and use of a model of training and support for the Good Behavior Game (GBG), one of the few preventive interventions shown to have positive outcomes for elementary school children lasting through to young adulthood, ages 19–21, including reductions in the use of drugs and alcohol, school-based mental health services, and suicide ideation and attempts. We first describe the conceptual framework guiding the development of the model of training and support. Data on implementation of the model, from an ongoing trial of GBG being conducted in partnership with the Houston Independent School District, are then presented. We end with a discussion of the lessons learned and the implications for the next stage of research and practice.